The paper is the result of research that investigated demographic characteristics and performance outcomes of physicians who received their undergraduate medical education in the Caribbean. The research included almost 20,000 students/graduates who registered for an exam leading to Educational Commission for Foreign Medical Graduates (ECFMG) certification. United States Medical Licensing Examination (USMLE) attempts and ECFMG certification rates (from 1996 to January 21, 2009) were summarized by country of medical school. Results showed that the proportions of females and non-U.S. citizens attending medical schools in the Caribbean are increasing. Average exam attempts for certified individuals ranged, by country of medical school, from 1.19 to 2.84 for the USMLE Step 1 exam, from 1.20 to 2.13 for the USMLE Step 2 Clinical Knowledge (CK) component, and from 1.01 to 1.42 for the USMLE Step 2 Clinical Skills (CS) component and ECFMG Clinical Skills Assessment (CSA). Approximately 14,000 (74.2%) individuals achieved certification, and success rates ranged, by country, from 19.1% to 91.5%. These results highlight the significant variability in performance of Caribbean-educated physicians.
Approximately 2,200 health professionals from more than 80 countries attended the 2009 Association for Medical Education in Europe (AMEE) conference, held August 29 – September 2 in Málaga, Spain. The conference was organized in collaboration with the Sociedad Española de Educación Médica (SEDEM). The program consisted of a variety of session formats, including workshops, specialized courses, short communications, and posters, including various symposia and workshops conducted in Spanish. FAIMER staff, faculty, and Fellows served as session leaders, workshop organizers, course faculty, presenters, and discussants throughout the conference (see below for a complete listing of staff, faculty, and Fellow contributions).
Alwyn Louw (SAFRI 2008) of the Centre for Health Sciences Education, Stellenbosch University in Tygerberg, South Africa, was awarded the first-place Medical Teacher Poster Prize for his poster entitled “Refinement of the interdisciplinary foundation phase in an undergraduate health sciences curriculum based on initial perspectives of students and lectures.” Dr. Louw’s poster was developed in collaboration with Juanita Bezuidenhout (PHIL 2005), Ben van Heerden (PHIL 2006), and M. van Heusden, all from Stellenbosch University.
Dr. James Hallock, President Emeritus of the Educational Commission for Foreign Medical Graduates (ECFMG) and FAIMER Senior Scholar, delivered the SEDEM Miriam Friedman Memorial Lecture. In his talk, entitled “Evolution of Clinical Skills Assessment: Miriam would be proud!” Dr. Hallock reflected on the evolution of clinical skills assessment and Dr. Friedman’s contributions to the field. On the broader subject of Dr. Friedman’s commitment to improving medical education standards worldwide, he highlighted the contributions of FAIMER Fellows as something of which she would be especially proud. For his own contributions to the field of medical education, Dr. Hallock was the recipient of an AMEE Lifetime Achievement Award.
Dr. Hallock also took part in the Festschrift Symposium for Dr. Hans Karle along with Sekelani Banda (PHIL 2003) and Director of the PSG-FAIMER Regional Institute Thomas Chacko (PHIL 2004). Dr. Hans Karle is the former president of the World Federation for Medical Education (WFME), and the symposium was conducted immediately following the AMEE conference as a tribute from his colleagues in recognition of his achievements. The topic of the symposium was “Global Standards in Medical Education.” Dr. Hallock spoke on “International Recognition of Medical Education.” Drs. Banda and Chacko took part in a panel discussion on “Applying WFME Global Standards: An Overview and Case Studies.” Dr. Banda presented on the “Use of Standards in Self-Evaluation in a Resource-poor Environment.” Dr. Chacko presented on “Global Standards in Health Professions Education – Visions.”
As part of a symposium on International Collaboration, FAIMER President and CEO John Norcini, Brazil-FAIMER Regional Institute Co-Director Eliana Amaral (PHIL 2003), GSMC-FAIMER Regional Institute Director Avinash Supe (PHIL 2002), and Southern Africa-FAIMER Regional Institute Co-Director Gboyega Ogunbanjo (PHIL 2007) gave presentations on the growth and current status of FAIMER Regional Institutes. During the closing plenary session of the conference, in his Spotlight presentation entitled “Some Surprises at AMEE 2009!” Athol Kent of the University of Cape Town in South Africa commended FAIMER for its record of social responsibility in medical education.
Following is a list of activities in which FAIMER staff and/or faculty (bold purple font) and FAIMER Fellows (bold blue font) participated.
Simulation and gaming Ara Tekian
Moral panic, political imperative and what the profession knows about developing its new generations Janet Grant
SEDEM Miriam Friedman Memorial Lecture: Evolution of Clinical Skills Assessment: Miriam would be proud! James A. Hallock
Essential Skills in Medical Education Assessment (ESMEA) Course: A course aimed at participants new to assessment who wish to gain a general understanding and basic skills in assessment
Kathy Boursicot and Trudie Roberts (Course Directors), M. Brownell Anderson, William Burdick, Richard Fuller, Andy Hassell, Sydney Smee
Fundamentals of Assessment in Medical Education (FAME): A course directed at those with responsibility for assessing undergraduate medical students, graduate trainees, and practicing doctors
Ann King, Jack Boulet (Course Co-Directors); Dale Dauphinee, Lesley Southgate, David Swanson, Ingrid Philibert, André de Champlain, Tony LaDuca
Essential Skills in Medical Education (ESME) Course: An introductory teaching qualification for doctors Stewart Mennin and Ruy Souza
Tools for supporting the international community of medical educators M. Brownell Anderson, John J. Norcini
Young medical educator workshop: The write stuff: guidelines for getting published Stewart Mennin, Soren Huwendiek, Monica van de Ridder, Regina Petroni-Mennin
Assessing the written communication skills of medical school graduates
Thomas Rebbecchi, John Boulet
Teaching or Assessment? Adapting standardized patient cases for either use
Colette L. Scott, Ann Jobe
Session on FAIMER Regional Institutes John Norcini, Eliana Amaral, Avinash Supe, Gboyega Ogunbanjo
What makes a curriculum model and what difference does it make? Ara Tekian (Chair), Janet Grant, Ronald Harden, David Prideaux
Moodle platform supporting student assessment and program evaluation in internship
Waldir Grec, Jose Lucio Martins Machado, Valéria Menezes Peixeiro Machado, Valdes Roberto Bollela, Aníbal A. Matias Junior
Assessment: The OSCE John Boulet (Opening Discussant)
International Medical Education William Burdick (Opening Discussant)
Acupuncture insertion into the medical course: point of view from students and faculty
Manoela Suzane de Alencar Rodrigues, Alexandre Henriques Librantz, Paulo Marcondes Carvalho Júnior, Cristina Helena Lima Delambert, Thaciana Mie Barbieri Sakamoto
Best evidence medical education (BEME) Dale Dauphinee (Chair)
Professional accomplishments among graduates of the FAIMER fellowship program Stacey R. Friedman, Deborah Diserens, Summers Kalishman, Renee Quintana, Elizabeth Hatch, Page S. Morahan, William P. Burdick
A Simplified MCQs interpretation guide for faculty: a Pakistani School’s experience Mobeen Iqbal, Sadia Akram, Sabir Tabassum, Syed Alamdar Shah
Assessment: Final Exam Ann Jobe (Chair)
Incorporating Bioethics teaching in undergraduate medical curriculum of a Pakistani School
Bushra Khizar, Mobeen Iqbal, Tara Jaffery
Student diversity and self-directed learning in a PBL curriculum Dianne Manning
A multidisciplinary, multimedia approach for teaching human embryology: Development and evaluation of a methodology S.G. Moraes, L.A. Pereira
An Innovative matrix approach to multiprofessional curriculum change in preventive medicine Regina Petroni-Mennin, Stewart Mennin, Eliana Tiemi Hayama, Mariangela Cainelli de Oliveira Prado, Francisco Antonio de Castro Lacaz, Ana Lucia Pereira, Luiz Roberto Ramos
Assessment: Workplace-based assessment John J. Norcini(Chair)
Application of a theoretical framework to the utility of workplace based assessment tools – a qualitative study
Z. Setna, V. Jha, J. Higham, K. Boursicot, J. Bodle, S.K. Kaufmann, J.J. Norcini, T.E. Roberts
How prepared are our medical students to take on prescribing responsibilities upon graduation? Si Mui Sim, Chirk Jenn Ng, Wan Yuen Choo, Siew Siang Chua, Siew Mei Lai, Francis Ifejika Achike
Understanding the functionality of dysfunctional groups S.V. Singaram, D.H.J.M. Dolmans, C.P.M. van der Vleuten
Mentoring consultation skills through a structured assessment – students’ experience and the impact it had on their learning Marietjie van Rooyen, Jannie Hugo, David Cameron
Accreditation of medical education programs in countries that supply physicians to the United States Marta van Zanten, John R. Boulet, Frank A. Simon
Progress Test Gerald Whelan (Chair)
Use of web based scenarios for medical acculturation Gerald Whelan
Bring a web-based LMS to the small screen for US and India: lessons learned and next steps Anand Zachariah, Rashmi Vyas, Susan Albright, Mary Lee
Evaluation of curricular integration between physiology and semiology: faculty point of view Iêda Aleluia, Luiz Soares, Marta Menezes
Humanization in undergraduate medical education from the student’s perspective in the Federal University of Rio Grande do Norte, Brazil
Ano Alves, S.N.T. Moreira, G.D. Azevedo, V.M. Rocha, M.J. Vilar
Stakeholder-based needs assessment as an effective tool for prioritization and strategic planning of medical education programmes Payal K. Bansal, Savita Marathe, Prakash M. Shere, William P. Burdick, Mrudula A. Phadke
Stress coping strategies among medical students of a Federal University from southern Brazil
Greice Suellen Batista, Antônio Mazzei Santana, Suely Grosseman, Laura Berton Eidt, Fernando César Wehrmeister, Valdes Bollela
Learning pediatric health supervision: transferring the class to the simulator and to student
Carla Benaglio, Astrid Valenzuela, Janet Bloomfield
Factors impacting on alienation and engagement in pathology registrars J. Bezuidenhout, M. van Heusden, F. Cilliers, E. Wasserman, V. Burch
Bridging the gap in the internship Valdes Roberto Bollela, José Lucio Martins Machado, Valéria Peixeiro Machado, Joaquim Edson Vieira
Innovative programme elements add value to FAIMER faculty development model in Southern Africa Vanessa Burch, Ralf Graves, Juanita Bezuidenhout
Alignment of health professions education and health system needs: initial outcomes of the Brazil FAIMER Regional Institute (FAIMER-BR) H.H. Campos, E. Amaral , A.E. Haddad, V.R. Bollela, P.M. Carvalho Jr., M.G.F. Ribeiro, M.N.T.A. Araujo, S. Mennin, P. Morahan
Internship of the Medical School Of Federal University Of Goiás: new horizons Vardeli Alves de Moraes, Edna Regina Silva Pereira, Nilce Maria da Silva Campos Costa, Denis Masashi Sugita, Karine Borges de Medeiros, André Moreira Lemes
Integrated assessment: a methodological proposal Maria Viviane Lisboa de Vasconcelos, Renato Santos Rodarte, Célia Maria Silva Pedrosa
Impact of a student support initiative for medical students in their clinical years
Marietjie de Villiers, Martie van Heusden, Ben van Heerden
Comparison of the FAIMER Regional Institute programs D. Diserens, S. Friedman, E. Amaral, V. Burch, H. Campos, T. Chacko, G. Ogunbanjo, A. Supe, T. Singh, S. Kalishman, R. Quintana, E. Hatch, R. Graves, W. Burdick
Role of different methods on a multidisciplinary primary care-based clerkship
Rosângela Curvo-Leite Domingues, Eliana Amaral, Angélica Bicudo-Zeferino
Learning endocrinology and reproduction in an integrated modular curriculum
Sameena Ghayur, Mobeen Iqbal, Shahid Rafi
Structured internship orientation program is perceived helpful by undergraduate students in smooth transition to practicing doctors
Ashish Goel, R. Venkat, A. Kumar, B.V. Adkoli, Rita Sood
Are nurses in South Africa prescribing medicines judiciously? Enoch N. Kwizera
Use of on-line role play as a teaching learning strategy in health professionals’ education Z. Ladhani, J. Chhatwal, D. Diserens, C.P.L. Tan, M. Iqbal, R. Vyas, I. Shaikh
Refinement of the interdisciplinary foundation phase in an undergraduate health sciences curriculum based on initial perspectives of students and lecturers A.J. Louw, J. Bezuidenhout, B.B. van Heerden, M. van Heusden
Health problems of population as a guide for developing problem based learning (PBL) modules
José Lúcio Martins Machado, Valéria Menezes Peixeiro Machado, Joaquim Edson Vieira
Competences in Community Health Integration Program: different appreciations Valéria Menezes Peixeiro Machado, Alba Lúcia Dias dos Santos, Valdes Bollela, José Lúcio Martins Machado, Neile Torres
Progress testing in a traditional medical school
C.M.L. Maffei, L.E.A. Troncon
An electronic tool for hybrid case-based learning applied to undergraduate students Marta Silva Menezes, Marília Menezes Gusmão, Maria de Lourdes Lima, Iêda Barbosa Aleluia, Ana Verônica Batista, Rosalita Gusmão, Ana Tereza Gomes, Pedro Flávio Motta, Mário Rocha
Faculty development program directed to faculty members’ needs Edna Regina Silva Pereira, Vardeli Alves de Moraes, Heitor Rosa, Denis Masashi Sugita, Karine Borges de Medeiros, Nilce Campos Costa
Quality control of cognitive assessment for medical residents admission
C.M. Peres, R.C. Cavalli, M.L.V. Rodrigues, C.G. Carlotti Jr., M. Kfouri, M.F.A. Colares, R.C.M. Mamede, L.E.A. Troncon
From intern to generalist – Basic surgical skills training and competency Frank Peters
Program Evaluation – a necessity: an example from Pakistan
Zubia Razaq, Zareen Zaidi, Saadat Ali Khan, Shaheen Moin
The importance of community activities in the opinion of Brazilian medical teachers
M.L.V. Rodrigues, C.E. Piccinato, A.D.C. Passos, L.E.A. Troncon, M.F.A. Colares, C.M. Peres, J.F.C. Figueiredo
Integrated Learning: An experience with renal module
Riffat Shafi, Waseem Ahmed, Nayer Mahmud, K.H.M. Quadri, Mobeen Iqbal
Stress in Pakistan: working towards student well being
Afshan Shahid, Zareen Zaidi, Mahmood Ahmed
Group dynamics and social interaction in an online learning forum Tejinder Singh, Anshu, Monika Sharma, William Burdick
Change through Curriculum Innovation Projects – Sharing FAIMER Regional Institutes experience in India Avinash Supe, Tejinder Singh, Thomas Chacko
Impact of an undergraduate patient-centred programme on postgraduate student’s clinical practice C.P.L. Tan, S.A.A. Aizura
Development and validation of a questionnaire of quality of life of medical students Patricia Tempski, Bruno Perotta, Regina A. Possi, Patricia L. Bellodi, Joaquim E. Vieira, Lilia B. Schraiber, Milton A. Martins
Student stress in standardized patient structured clinical examinations Luiz E.A. Troncon, Fernando T.V. Amaral
Assessment – the engine that drives learning: a case study of the Nelson R Mandela School of Medicine (NRMSM) Jacqueline van Wyk
Preparing medical students through service learning to provide social justice
Nosheen Zaidi, Zareen Zaidi, Mehmood Ahmad
Uncovering secrets of success in medical students through positive deviance inquiry Zareen Zaidi, Tara Jaffery, Shaheen Moin, Umair Pervaiz, William Burdick
Migration for undergraduate medical education: performance data of applicants to ECFMG Danette W. McKinley, James A. Hallock, Amy Opalek, John R. Boulet
Psychosocial factors, motivation for learning and academic performance – a study with first year medical students
Vanessa F. Machado, Fernando P. Valerio, Mariana M. Madisson, Tamara L. Resende, Luiz E.A. Troncon, Cristina Marta Del-Ben
FAIMER President and CEO John J. Norcini, Ph.D., was an invited speaker, along with members of the Liason Committee on Medical Education (LCME) Secretariat, at a workshop on accreditation conducted at the International Conference on Medical Education and Accreditation, July 27–28, 2009, in Taiwan. The invitation was extended by Chi-Wan Lai, M.D., Executive Secretary, Medical Education Committee, Ministry of Education in Taiwan, and CEO, Taiwan Medical Accreditation Council (TMAC). TMAC was created in July 1999 to improve the quality of medical education in Taiwan. The workshop was organized to share information about how medical education accreditation systems function in Taiwan, the United States, and other countries, and to help TMAC with future planning. Dr. Norcini spoke on accreditation from the global perspective, as well as on how the medical education systems in different countries handle repatriated foreign medical graduates.
On July 1, 2009, N. Emmanuel G. Cassimatis, M.D., became President and Chief Executive Officer of the Educational Commission for Foreign Medical Graduates (ECFMG). In this role, Dr. Cassimatis also serves as Chair of FAIMER’s Board of Directors.
Before joining ECFMG and FAIMER, Dr. Cassimatis had been with the Uniformed Services University of the Health Sciences (USU) in Bethesda, Maryland since 1995, serving most recently as Vice President for Affiliations and International Affairs. He was also Associate Dean for Clinical Affairs and Professor of Psychiatry at the F. Edward Hébert School of Medicine of USU. Dr. Cassimatis has had a long and distinguished career in medicine with the U.S. Army. Prior to joining USU in 1995, Dr. Cassimatis held a number of positions with the U.S. Army’s Office of the Surgeon General and with U.S. Army hospitals in Germany and the United States, including Walter Reed Army Medical Center in Washington, D.C.
In recent years, Dr. Cassimatis served as Chair of the Accreditation Council for Graduate Medical Education and the American Medical Association’s Council on Medical Education. For more than a decade, he represented the Association of Military Surgeons of the United States in the AMA’s House of Delegates.
Dr. Cassimatis earned his medical degree from Harvard Medical School and is certified in Psychiatry by the American Board of Psychiatry and Neurology. He is a Distinguished Life Fellow of the American Psychiatric Association and has been the recipient of many other honors, including the Nancy C. A. Roeske Certificate of Recognition for Excellence in Medical Student Education from the American Psychiatric Association (2004), The Defense Superior Service Medal from the Department of Defense (2001), and the Year 2000 “Young at Heart” Award from the AMA Young Physicians’ Section, “in recognition of invaluable support and guidance to the Section and Young Physicians.”
Speaking on behalf of FAIMER, President and Chief Executive Officer John J. Norcini, Ph.D., said: “We are delighted by the appointment of Dr. Cassimatis. His long years of involvement with medical education and his international experience complement the needs of the Foundation as we continue to grow and develop.”
The Office of Educational Development at the Facultad de Medicina Clínica Alemana, Universidad del Desarrollo, in Santiago, Chile, invited FAIMER President and CEO, John Norcini, Ph.D., to conduct workshops on student certification and assessment, June 23-25, 2009. Many faculty members from the university, including FAIMER Institute Fellows, were in attendance.
Dr. Norcini led workshops for faculty in the Health Professions Education Diploma program, members of the Office of Educational Development, and others responsible for teaching and assessing students in the health professions. The Health Professions Education Diploma program was established by the Office of Educational Development. FAIMER Institute 2005 Fellow Ricardo Ronco, M.D., is the Head of Development. Working with Dr. Ronco are 2007 FAIMER Institute Fellow Astrid Valenzuela, M.D., and 2009 FAIMER Institute Fellow Janet Bloomfield, M.D.
While in Santiago, Dr. Norcini also participated in a question-and-answer session on assessment at the university’s teaching hospital, Hospital Padre Hurtado. The session was led by Dr. Ricardo Lillo, Educational Coordinator of the hospital.
FAIMER President and CEO John Norcini, Ph.D., is the 2009 recipient of the prestigious National Board of Medical Examiners (NBME) John P. Hubbard Award. Established in 1983, in honor of the late John P. Hubbard, M.D., long-time esteemed CEO of the NBME, the award is presented to individuals who have made distinguished contributions to the field of evaluation in medicine. The Hubbard award recognizes Dr. Norcini’s commitment to excellence in medical education, his rigorous pursuit of high standards in scholarship, his broad and prolific publications and presentations history, and his tireless work on behalf of FAIMER. Dr. Norcini’s accomplishments in the field of assessment are considered both wide-ranging and pioneering.
Education for Health (EfH), the peer-reviewed, MEDLINE-indexed journal of The Network: Towards Unity for Health, recently publicized the top five most frequently visited articles published in the journal in 2007. Two of the articles were authored by FAIMER staff and FAIMER Institute Fellows. The top five articles, listed in descending order by number of “hits,” were:
Application of the Health Belief Model for Osteoporosis Prevention among Middle School Girl Students, Garmsar, Iran
S.M. Hazavehei, M.H. Taghdisi, M. Saidi
Capacity Building in Medical Education and Health Outcomes in Developing Countries: the Missing Link W.P. Burdick, P.S. Morahan, J.J. Norcini
Research on Medical Migration from Sub-Saharan Medical Schools: Usefulness of a Feasibility Process to Define Barriers to Data Collection and Develop a Practical Study A. Longombe (PHIL 2003), V. Burch (PHIL 2001), S. Luboga (PHIL 2003), C. Mkony (PHIL 2003), E. Olapade-Olaopa (PHIL 2002), B. Otieno-Nyunya (PHIL 2001), B. Afolabi (PHIL 2002), E. Nwobodo (PHIL 2004), S. Kiguli (PHIL 2004), W.P. Burdick, J.R. Boulet, P.S. Morahan
Gender Sensitization among Health Providers and Communities through Transformative Learning Tools: Experiences from Karachi, Pakistan
B.T. Shaikh, S. Reza, M. Afzal, F. Rabbani
DREEM and beyond; studies of the educational environment as a means for its enhancement
S.R. Whittle, B. Whelan, D.G. Murdoch-Eaton
The Network: Towards Unity for Health is a global consortium of health professions schools committed to improving the education of health professionals with a focus on strategies that improve responsiveness to the needs of communities. EfH is dedicated to the dissemination of scholarship that reflects the Network’s mission and goals, goals that FAIMER shares. FAIMER has provided financial support to EfH and two FAIMER staff members, Jack Boulet and Bill Burdick, are members of the EfH Editorial Board. EfH publishes “original contributions of interest to health and clinical practitioners, educators, policy makers, administrators, and learners in the health professions. Specifically this focus is on global models of health system integration and health professions education that lead to improved health and health care delivery.”
The 13th Ottawa International Conference on Clinical Competence was held March 5-8, 2008 in Melbourne, Australia. Australians, famous for their ubiquitous slang, call their country “Oz,” and therefore this conference has from the initial planning stages affectionately been referred to as “Ozzawa.” Melbourne, pronounced “Mel-bin” by the locals, is the capital of the state of Victoria and is situated on the picturesque tree-lined banks of the Yarra River. Melbourne is a cosmopolitan city with a unique balance of graceful old and new architecture surrounded by parks and gardens.
The conference was organized by three overarching and interacting themes: The Life of the Patient, The Life of the Professional, and The Life of the Program. The scientific program was large and varied, and included six renowned invited speakers, 17 pre-conference workshops, more than 450 oral presentations, 26 symposia, 29 workshops, and 300 posters.
FAIMER was well represented at the conference. Dr. John Norcini presented a short communication overview of an assessment of FAIMER education programs entitled Evaluation of an International Education Leadership Fellowship Program and participated as a speaker in two symposia: Reporting the UK Foundation Assessment Programme and Novel Assessments and Services for Medical Schools, Students and Professionals: A Perspective from Several Organizations. Dr. Norcini also co-conducted two workshops: Mini-CEX – How it Works in Surgery? Is it a General Method for Work Based Assessment? and Medical Education Databases. Dr. John Boulet presented a full-length paper entitled Setting Performance Standards for Mannequin-Based Acute-Care Scenarios: An Examinee Centered Approach. FAIMER and the World Federation for Medical Education (WFME) organized a symposium entitled International Recognition and Accreditation of Medical Schools’ Programmes. As part of this symposium, Marta van Zanten presented on Gathering Accreditation Data: The FAIMER Directory of Organizations that Recognize / Accredit Medical Schools. Dr. Norcini moderated this symposium, which also contained presentations by WFME, the Australian Medical Council, and Harbin Medical University in China.
In addition to these presentations by FAIMER staff, Mobeen Iqbal, FAIMER Institute class of 2007, of Shifa College of Medicine in Pakistan, gave two presentations, Medical Students’ Perceptions of Teaching Evaluationsand Health Related Quality of Life in a Pakistan Medical School; and Enoch Kwizera, FAIMER Institute class of 2007, of Walter Sisulu University in South Africa, co-authored the poster Evaluating Students’ Generic Learning Skills Early in their Undergraduate Careers – Valuable for Course Organisers?.
The “Ozzawa” conference, the first Ottawa conference to be hosted in Australia, was an excellent opportunity for FAIMER to present its work to an international audience. Additional information can be found on the conference website.
Interactive teaching in a multi-cultural context was the theme of a two-day workshop at the Karolinska Institute (KI) in Stockholm conducted by Bill Burdick, Associate Vice President for Education, FAIMER, and Jonas Nordquist, Director, Medical Case Center, KI, during the first week in June. Engaging adult learners in discussions that push them to their frontiers of knowledge is a challenging, but essential role for educators. It values and uses the knowledge they bring to the endeavor of learning, and allows them to move to areas of authentic interest and concern, while recognizing the vulnerability of adult learners. The challenge of discussion leadership is even greater when participants are from different cultures. Through a combination of case discussions, appreciative inquiry, and personal project discussions, participants developed strategies for achieving this ambitious goal.
In May 2007, a two-day workshop was held at Jordan University of Science and Technology (JUST) that focused on assessment in the medical school. The agenda for the workshops was developed in collaboration with the Dean of the medical school and the topics addressed included 1) the mini-Clinical Evaluation Exercise (mini-CEX), 2) the structured oral examination, 3) setting standards, and 4) the assessment of professionalism. Ara Tekian, Ph.D., Associate Professor of Medical Education and Director of International Affairs in the Department of Medical Education, University of Illinois at Chicago, and John Norcini, Ph.D., FAIMER President, conducted the workshops.
Approximately 40 JUST medical school faculty members attended the workshops, representing all of the basic and clinical departments as well as the administration. The workshops included large and small group discussions, role playing, and analysis of videotaped examinations. Throughout the small group sessions, participants were given the opportunity to apply their newly acquired concepts in their own environment and reflect on their applicability and usefulness.
During the two days, the participants were encouraged to ask questions about these or other relevant assessment topics in both the undergraduate and postgraduate arenas. Participants were also given an opportunity at the end of the workshop to reflect and develop an action plan for both the short and the long term.
Improvements in the assessment system at JUST might have a positive influence well beyond the medical school. JUST is one of the leading institutions in Jordan and advances are likely to be noted by others in the region.
As a side benefit of the workshop, the faculty met with the Jordanian Medical Council and presented information on assessment in the postgraduate setting.