The 2017 Association for Medical Education in Europe (AMEE) Conference was held August 26-30 in Helsinki, Finland. The AMEE conference is recognized globally as a key annual medical and health care professions education platform, regularly attended by 3,500 participants from all over the world. Session formats included workshops, short communications, posters, specialty courses, symposia, and plenaries.
A number of FAIMER staff participated in AMEE 2017, serving as symposium, workshop, and short communication presenters. FAIMER President John Norcini and Research Scientist Marta van Zanten facilitated a pre-conference workshop with WFME President David Gordon, titled The World Federation for Medical Education (WFME) Recognition Program for Accrediting Agencies: Purpose, Processes, and Criteria. Dr. Norcini also gave a presentation titled What are the Implications of Entrustable Professional Activities for Assessment? as part of the symposium Entrustment Decisions: Implications for Curriculum Development and Assessment. Dr. van Zanten and FAIMER Vice President for Research and Data Resources Jack Boulet presented a short communication titled United States-citizen Graduates of International Medical Schools: 1991-2015. Dr. Boulet also served as chairperson of a short communication titled Management and Leadership: Social Accountability, and co-facilitated a workshop titled Scoring Performance-Based Assessments. FAIMER Information Scientist Amy Opalek presented a short communication on behalf of Research Associate Sarah Leng, titled Professional Regulation of Physicians. FAIMER Senior Scholar Robbert Duvivier was the recipient of the 2017 Miriam Friedman Ben-David New Educator’s Award, presented during the opening plenary session.
The 2016 Association for Medical Education in Europe (AMEE) Conference was held August 27-31 in Barcelona, Spain. The AMEE conference is recognized globally as a key annual medical and health care professions education platform, regularly attended by 3,500 participants. Session formats included workshops, short communications, posters, specialty courses, symposia, and plenaries.
A number of FAIMER staff participated in AMEE 2016, serving as symposium, workshop, and short communication presenters. John Norcini served as faculty in the Essential Skills in Medical Education Assessment (ESME) course and presented as part of a pre-conference workshop entitled Five essential topics for faculty development programs in assessment: What do faculty need to know?, as well as a symposium entitled The role of qualitative and quantitative feedback in the context of a competency-based curriculum. John Boulet gave a presentation as part of the workshop entitled From course objectives to entrustable professional activities: Developing test blueprints for assessments that matter. Together with Professor David Gordon of the World Federation for Medical Education (WFME), John Norcini and Marta van Zanten presented a workshop entitled Understanding the World Federation for Medical Education (WFME) criteria for recognizing agencies that accredit medical schools. Sarah Leng, Robbert Duvivier, and Marta van Zanten presented short communications describing projects conducted as part of FAIMER’s ongoing research initiatives: Cross-border partnerships in medical education, Physician emigration from Africa to the United States of America – a 10 year cross-sectional profile, and The association between accreditation of medical education and rates of specialty board certification for graduates of international medical schools practicing in the United States, respectively.
(posted September 9, 2016; updated September 12, 2016)
The 2011 Association for Medical Education in Europe (AMEE) Conference was held August 27-31 in Vienna, Austria. More than 2,700 participants from 84 countries attended, and approximately 2,000 abstracts were submitted. Session formats included workshops, short communications, posters, specialty courses, symposia, and plenaries.
More than 35 FAIMER faculty, staff, and Fellows participated in AMEE 2011, serving as session chairs, course and workshop faculty, presenters, and discussants.
President and CEO of the Educational Commission for Foreign Medical Graduates (ECFMG), and Chair of FAIMER’s Board of Directors, Emmanuel G. Cassimatis served as a presenter for a plenary session on International Accreditation of Medical Schools. Dr. Cassimatis also chaired a short communications session on International Collaborations in Medical Education and served as a panelist for the IX Ibero-American Session—Globalization and Accreditation in Medical Education: Its Impact in the Americas symposium. FAIMER Associate Vice President for Education and Co-Director of the FAIMER Institute William P. Burdick served as chair of a poster session on Work Based Assessment, and FAIMER President John Norcini chaired a short communications session on the same topic. FAIMER Senior Scholar W. Dale Dauphinee served as chair of a plenary session on Evidence Based Teaching, as well as chair and opening discussant for a short communications session on Best Evidence Medical Education (BEME). FAIMER Research Associate Marta van Zanten chaired a short communications session on International Medical Graduates.
Several FAIMER faculty members served as facilitators of courses, workshops, and sessions at AMEE 2011. M. Brownell Anderson and John Norcini co-conducted the Essential Skills in Medical Education Assessment (ESMEA) Course. Stewart P. Mennin co-conducted the Essential Skills in Medical Education (ESME) Course. 2003 FAIMER Institute Fellow and Co-Director of the Brazil-FAIMER Regional Institute Eliana Amaral served as opening discussant for a short communications session on Student Engagement with the Curriculum. 2002 FAIMER Institute Fellow and Co-Director of the Brazil-FAIMER Regional Institute Henry Campos served as opening discussant for a short communications session on The Curriculum. 2004 FAIMER Institute Fellow and Southern Africa-FAIMER Regional Institute faculty member Francois Cilliers served as chair of the Staff Developmentposter session, and FAIMER Institute faculty member Gerald P. Whelan served as chair of the Internationalposter session. For more information on the AMEE 2011 conference, including a complete program listing, see http://www.amee.org/index.asp?lm=132&cookies=True.
Juanita Bezuidenhout (PHIL 2005 Fellow and Co-Director of the Southern Africa-FAIMER Regional Institute) was awarded the third-place Medical Teacher Poster Prize at AMEE 2010.
The 2010 Association for Medical Education in Europe (AMEE) Conference was held September 4-8 in Glasgow, Scotland, United Kingdom. More than 2,200 participants from 80 countries attended, and 1,700 abstracts were submitted. Session formats included workshops, short communications, posters, specialty courses, symposia, and plenaries.
Nearly 30 FAIMER faculty, staff, and Fellows participated in AMEE 2010, serving as session chairs, course and workshop faculty, presenters, and discussants. Juanita Bezuidenhout, FAIMER Institute 2005 Fellow and Co-Director of the Southern Africa-FAIMER Regional Institute (SAFRI), was awarded the third-place Medical Teacher Poster Prize for her poster entitled “The Show Must Go On!” The poster showed how ethics, a holistic approach to patient care, and skills such as critical thinking, time management, and communication are demonstrated through roleplay to health sciences students. Dr. Bezuidenhout is an associate professor in the Department of Anatomical Pathology at Stellenbosch University and National Health Laboratory Services in Tygerberg, South Africa.
The Chair of FAIMER’s Board of Directors Emmanuel G. Cassimatis served as chair for a plenary session that included presentations on the future of both medical school curricula and professional physician education. Dr. Cassimatis and FAIMER President and CEO John Norcini also co-chaired the symposium International Accreditation in Medical Education: VIII Ibero-American Session. Dr. Norcini served as a panel discussant in the symposium Assessing the Future Healthcare Professional – What Is Best Practice? FAIMER Associate Vice President for Education and Co-Director of the FAIMER Institute William P. Burdick took part in the panel discussion Updates in Medical Education – What You Really Need to Know. Dr. Burdick and FAIMER Associate Vice President for Research and Data Resources John R. Boulet served as panel discussants for the symposium Medical Student Education in the 21st Century – A New Flexnerian Era?Dr. Boulet also chaired a short communications session on OSCE: Psychometrics. Co-Director of SAFRI Vanessa Burch (PHIL 2001) and Christina Tan (PHIL 2005) each chaired short communications sessions on clinical teaching.
Several FAIMER faculty members served as faculty for courses and workshops at AMEE 2010. M. Brownell Anderson co-conducted the Essential Skills in Medical Education Assessment (ESMEA) Course. Stewart P. Mennin co-conducted the Essential Skills in Medical Education (ESME) Course and co-conducted the Young Medical Educator Workshop: How to Frame a Clear Research Question with faculty member Regina Petroni Mennin. Ara Tekian taught the workshop Hearing Versus Listening: Is There a Difference? He also chaired a short communications session on Curriculum Integration. For more information on the AMEE 2010 conference, including a complete program listing, see http://www.amee.org/index.asp?pg=132.
Alwyn Louw (SAFRI 2008) is awarded the first-place Medical Teacher Poster Prize at AMEE 2009.
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.”
Co-Director of the Brazil-FAIMER Regional Institute Eliana Amaral (PHIL 2003) speaks about FAIMER Regional Institutes at AMEE 2009.
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.
Preconference Workshop
Simulation and gaming Ara Tekian
Plenary Lectures
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
Courses
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
Workshops
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
Symposia
International Collaboration
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
Short Communications
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
Posters
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
Research Papers
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
James A. Hallock, M.D., President Emeritus of the Educational Commission for Foreign Medical Graduates (ECFMG®) and FAIMER Senior Scholar, has been invited to conduct the Sociedad Española de Educación Médica (SEDEM) Miriam Friedman Memorial Lecture at the 2009 annual conference of the Association for Medical Education in Europe (AMEE). The topic of Dr. Hallock’s lecture will be “Evolution of Clinical Skills Assessment: Miriam Would Be Proud!”
Miriam Friedman Ben-David was a leader in the field of medical education and, in particular, clinical skills assessment. She served as Co-Director of ECFMG’s Clinical Skills Assessment (CSA®) program. From 1998 to 2004, the ECFMG CSA evaluated the clinical skills of international medical graduates seeking to enter postgraduate medical education in the United States. ECFMG’s experience in developing and delivering the CSA forms the basis of its role as a partner, with the National Board of Medical Examiners® (NBME®), in the Clinical Skills Evaluation Collaboration (CSEC), which is responsible for the delivery of the United States Medical Licensing Examination® (USMLE®) Step 2 Clinical Skills (CS) examination to both international and U.S./Canadian medical school graduates. Dr. Hallock’s lecture will reflect on the evolution of clinical skills assessment and the impact of Dr. Friedman Ben-David’s contributions to the field.
A list of selected references that focus on the work of Dr. Friedman Ben-David and her colleagues appears below.
Ben-David MF. Life beyond OSCE. Medical Teacher. 2003 May; 25(3):239-240.
Ben-David MF, Boulet JR, Burdick WP, Ziv A, Hambleton RK, Gary NE. Issues of validity and reliability concerning who scores the post-encounter patient-progress note. Academic Medicine. 1997 Oct; 72(10 Suppl 1):S79-S81.
Ben-David MF, Klass DJ, Boulet J, De Champlain A, King AM, Pohl HS, Gary NE. The performance of foreign medical graduates on the National Board of Medical Examiners (NBME) standardized patient examination prototype: a collaborative study of the NBME and the Educational Commission for Foreign Medical Graduates (ECFMG). Medical Education. 1999 Jun; 33(6):439-446.
Ben-David MF, Snadden D, Hesketh A. Linking appraisal of PRHO professional competence of junior doctors to their education. Medical Teacher. 2004 Feb; 26(1):63-70.
Boulet JR, Ben-David MF, Burdick W, Ziv A, Gary N, Hambleton RK. An Investigation of the Sources of Measurement Error in the Post-Encounter Written Scores from Standardized Patient Examinations. Advances in Health Science Education Theory and Practice. 1998; 3(2):89-100.
Boulet JR, Ben-David MF, Ziv A, Burdick WP, Curtis M, Peitzman S, Gary NE. Using standardized patients to assess the interpersonal skills of physicians. Academic Medicine. 1998 Oct; 73(10 Suppl):S94-S96.
Burdick WP, Ben-David MF, Swisher L, Becher J, Magee D, McNamara R, Zwanger M. Reliability of performance-based clinical skill assessment of emergency medicine residents. Academic Emergency Medicine. 1996 Dec; 3(12):1119-1123.
Friedman M, Mennin SP. Rethinking critical issues in performance assessment. Academic Medicine. 1991 Jul; 66(7):390-395.
Friedman M, Prywes M. [Internship evaluation by Israeli medical graduates]. Harefuah. 1988 Jan 15;114(2):83-87. Hebrew.
Friedman M, Prywes M, Benbassat J. Variability in doctors’ problem-solving as measured by open-ended written patient simulations. Medical Education. 1989 May;23(3):270-275.
Friedman M, Sutnick AI, Stillman PL, Norcini JJ, Anderson SM, Williams RG, Henning G, Reeves MJ. The use of standardized patients to evaluate the spoken-English proficiency of foreign medical graduates. Academic Medicine. 1991 Sep;66(9 Suppl):S61-S63.
Friedman M, Sutnick AI, Stillman PL, Regan MB, Norcini JJ. The relationship of spoken-English proficiencies of foreign medical school graduates to their clinical competence. Academic Medicine. 1993 Oct;68(10 Suppl):S1-S3.
Gary NE, Sabo MM, Shafron ML, Wald MK, Ben-David MF, Kelly WC. Graduates of foreign medical schools: progression to certification by the Educational Commission for Foreign Medical Graduates. Academic Medicine. 1997 Jan;72(1):17-22.
Gómez Sáez JM, Pujol Farriols R, Martínez Carretero JM, Blay Pueyo C, Jaurrieta Mas E, Friedman M, Sutnick A. [The COMBELL project. Analysis of the medical clinical competence]. Medicina Cliníca. 1995 Nov 18;105(17):649-651. Spanish.
Henkin Y, Friedman M, Bouskila D, Kushnir D, Glick S. The use of patients as student evaluators. Medical Teacher. 1990;12(3-4):279-289.
Keynan A, Friedman M, Benbassat J. Reliability of global rating scales in the assessment of clinical competence of medical students. Medical Education. 1987 Nov;21(6):477-481.
Lunenfeld E, Weinreb B, Lavi Y, Amiel GE, Friedman M. Assessment of emergency medicine: a comparison of an experimental objective structured clinical examination with a practical examination. Medical Education. 1991 Jan;25(1):38-44.
Mires GJ, Ben-David MF, Preece PE, Smith B. Educational benefits of student self-marking of short-answer questions. Medical Teacher. 2001 Sep;23(5):462-466.
Phillip M, Friedman M, Benor D. Problem-based clinical confrontation modules planned and conducted by students. Israeli Journal of Medical Science. 1987 Sep-Oct;23(9-10):1035-1037.
Sachdeva AK, Loiacono LA, Amiel GE, Blair PG, Friedman M, Roslyn JJ. Variability in the clinical skills of residents entering training programs in surgery. Surgery. 1995 Aug;118(2):300-308; discussion 308-9.
Sensi S, Ben-David MF, Guagnano MT, Merlitti D, Pace-Palitti V, Danieli G, Gabrielli A, Vettore L, Benini F, Capelli MC, Bartoli E, Tenore A, Bernasconi C, Grignani G, Monga G, Del Prever EB, Cavallo-Perin P, Massè A, Pagliardi G, Curtoni S. [Assessment of clinical competence of medical school graduates in Italy with standardized patients. The opinion of the examinees]. Recenti Progressi in Medicina. 1998 Nov;89(11):575-577. Italian.
Stern DT, Ben-David MF, De Champlain A, Hodges B, Wojtczak A, Schwarz MR. Ensuring global standards for medical graduates: a pilot study of international standard-setting. Medical Teacher. 2005 May;27(3):207-213.
Stillman PL, Regan MB, Haley HL, Norcini JJ, Friedman M, Sutnick AI. The use of a patient note to evaluate clinical skills of first-year residents who are graduates of foreign medical schools. Academic Medicine. 1992 Oct;67(10 Suppl):S57-S59.
Sutnick AI, Stillman PL, Norcini JJ, Friedman M, Regan MB, Williams RG, Kachur EK, Haggerty MA, Wilson MP. ECFMG assessment of clinical competence of graduates of foreign medical schools. Educational Commission for Foreign Medical Graduates. JAMA. 1993 Sep 1;270(9):1041-1045.
Sutnick AI, Stillman PL, Norcini JJ, Friedman M, Williams RG, Trace DA, Schwartz MA, Wang Y, Wilson MP. Pilot study of the use of the ECFMG clinical competence assessment to provide profiles of clinical competencies of graduates of foreign medical schools for residency directors. Educational Commission for Foreign Medical Graduates. Academic Medicine. 1994 Jan;69(1):65-67.
Ziv A, Ben-David MF, Sutnick AI, Gary NE. Lessons learned from six years of international administrations of the ECFMG’s SP-based clinical skills assessment. Academic Medicine. 1998 Jan;73(1):84-91.
The 2008 Association for Medical Education in Europe (AMEE) conference was held August 30 – September 3 in Prague, Czech Republic. Approximately 2,100 participants from more than 70 countries attended this international conference. The program consisted of a variety of session formats, including workshops, specialized courses, short communications, and posters. The beautiful city of Prague provided an engaging setting for this well-regarded conference on international medical education issues and research.
FAIMER staff participated as faculty in courses and presented FAIMER research in various sessions. John Norcini spoke on assessment as part of the large-session panel “Introduction to medical education.” Dr. Norcini also co-conducted two workshops; “Mini-CEX: implementation of a method for observation and feedback in postgraduate training” and “Medical education databases.” William Burdick participated as faculty in the Essential Skills in Medical Education (ESME) course, and presented a short communication entitled “Qualitative analysis of tools acquired in an international education leadership program.” John Boulet co-conducted the Fundamentals of Assessment in Medical Education (FAME) course, and co-presented the workshop “Setting defensible standards on performance-based exercises.” FAIMER-related research presentations included Danette McKinley’s poster “Medical school expansion in Europe” and Marta van Zanten’s short communication “Variability of accreditation processes throughout the world.”
Numerous FAIMER Fellows were also in attendance and many presented their projects and research to the international AMEE audience.
Following is a list of activities in which FAIMER staff (bold black font), FAIMER Fellows (bold blue font), and Fellows from the former IFME program (bold purple font) participated.
Courses
Essential Skills in Medical Education (ESME) Assessment Course: A course aimed at participants new to assessment who wish to gain a general understanding and basic skills in assessment
M. Brownell Anderson, Kathy Boursicot, William Burdick, Richard Fuller, Andrew Hassell, Brian Hodges, Stewart Mennin, Charlotte Ringsted, Trudie Roberts, Albert Scherpbier, Sydney Smee
Fundamentals of Assessment in Medical Education (FAME) John (Jack) Boulet, Ph.D., Ann King, M.A., Dale Dauphinee, M.D., F.R.C.P.C., André F. DeChamplain, Ph.D., Tony LaDuca, Ph.D., Ingrid Philibert, Ph.D., Lesley Southgate D.B.E., D.Sc., F.R.C.S., F.R.C.G.P., David B. Swanson, Ph.D.
Pre-Conference Workshop
Mini-CEX: implementation of a method for observation and feedback in postgraduate training John Norcini and C.R.M.G. Fluit
Workshop
Medical education databases
M. Brownell Anderson, John J. Norcini
Setting defensible standards on performance-based exercises
Thomas Rebbecchi, John Boulet
Large Group Session
Introduction to medical education
Larry Gruppen, Yvonne Steinert, John Norcini, John Bligh
Short Communication
A community of practice for educators: journey’s start J. Bezuidenhout, Gert Young
The effect of curriculum change in Ankara University School of Medicine on fifth year students’ empathy scores
Ipek Gonullu, Fulya Dokmeci
Teaching EBM skills at undergraduate level in a Pakistani Medical School Mobeen Iqbal
Male and female students and graduate perceptions and experiences of the practice of Medicine: Preliminary findings from the United Arab Emirates and South Africa
Michelle McLean, Susan B. Higgins-Opitz, Jacqueline van Wyk, Kogie Moodley, Soornarain S. Naidoo
The impact of summative assessment of theory on how medical students learn F. Cilliers, L. Schuwirth, H. Adendorff, E. Bitzer, N. Herman, C. van der Vleuten
The effect of including clinical structured assessement on a Brazilian residency selection exam E. M. Amaral, A. M. B. Zeferino, S. M. R. R. Passeri, M. A. Ribeiro-Alves, J. B. C. Carvalheira
Adapting a US university e-learning system for an Indian medical school: team building through student ambassadors Anand Zachariah, P. Manuel Raj, Susan Albright, William Grandin, Alok Anand, Harris Berman, Mary Y. Lee
Qualitative analysis of tools acquired in an international education leadership program William Burdick, Debby Diserens, Summers Kalishman, Stewart Mennin, Maryann Eklund, Page Morahan
Addressing concerns of migrating physicians: a web-based network
Gerald Whelan, Danette McKinley, Marta van Zanten, Amy Opalek
Variability of accreditation processes throughout the world Marta van Zanten, John R. Boulet, Frank Simon
Improving OSCE examiner skills and behaviour in a Malaysian medical school C. P. L. Tan, P. Rokiah, F. A. A. Yang, V. Anusya
Facilitating student learning on ward rounds Vanessa C. Burch, Linda de Villiers
Predicting student performance in the first year of a medical curriculum using neural network analysis Ben van Heerden, Chris Aldrich, Alten du Plessis, Gorden Jemwa, Rita de Jager, Alwyn Louw
Posters
Student perspectives of assessment by TEMM model in physiology Reem Rachel Abraham, Subramanya Upadhya, Sharmila Torke, K. Ramnarayan
Objective structured portfolio assessment for Personal and Professional Development (PPD) Course at Ankara University School of Medicine Fulya Dokmeci, Meral Demiroren, Mehmet Ozen, Ipek Gonullu, Aysen M. A. Kosan, M. Fevzi Atacanli, Harun Balcioglu
Medical school expansion in Europe Danette McKinley, Carole Bede, Amy Opalek, Onyebuchi A. Arah, John Boulet
The Medical Instructional Questionnaire used in the quality of South African medical education
M. I. W. van Huyssteen, J. J. Blitz (presented by David Cameron)
A project on computer-based case simulation for clinical years of medical education
Yucel Gursel, Berna Musal, Cahit Taskiran, Oya Itil, Oguz Kilinc, Murat Yazicioglu, Hakan Abacioglu
Perception of physicians and medical students on common ethical dilemmas in a Pakistani Medical Institute
Bushra Khizar, Mobeen Iqbal
Introducing personal and professional development to undergraduate education: an experience from Ankara University School of Medicine Fulya Dokmeci, Meral Demiroren, Mehmet Ozen, Ipek Gonullu, Aysen M. A. Kosan, M. Fevzi Atacanli, Harun Balcioglu
Preparatory course of PBL in a medical school
Jing-Jane Tsai, Tsuen-Chiuan Tsai, Chyi-Her Lin
Academic staff’s action learning for curriculum improvement
J. J. Blitz, D. A. Cameron, J. F. M. Hugo, M. van Rooyen, L. Wolvaardt
Evaluation of the competencies incorporation in our outcomes oriented curriculum Valentin Muntean
Performance-based assessment of third year medical students in Dokuz Eylul University School of Medicine (DEUSM) Berna Musal, Cahit Taskiran, Sema Ozan, Yucel Gursel, Sevgi Timbil, Serpil Velipasaoglu
Ethics at home visit in the Family Health Program at Marilia Medical School: families’ point of view
Daniel Grossi Marconi, Paulo Marcondes Carvalho Junior, Paula Marquez Guimarães, Maria Yvette de Aguiar Dutra Moravcik
Assessment of clinical work in student internship rotations: what’s going on? G. E. Pickworth, M. van Rooyen, T. J. Avenant
The DREEM in Zambia
Julie Schurgers, Lastina Lwatula
(posted October 31, 2008; updated December 19, 2008)
This new series currently has two publications: one on peer-assisted learning by Michael Ross and Helen Cameron (Medical Teacher, 2007, 29: 527-545) and the other on work-based assessment by John Norcini, Ph.D., President and CEO of FAIMER; and Vanessa Burch, M.B.Ch.B., M.Med., Ph.D., core faculty member of the FAIMER Institute and 2001 FAIMER Institute Fellow (Medical Teacher, 2007: 855-871). To access the new guide series, click here.
FAIMER President John Norcini provides reflections on the 2007 AMEE meeting with the help of four FAIMER Fellows (left to right): Christina Tan, Juanita Bezuidenhout, David Cameron, and Eliana Amaral.
The 2007 conference, held August 25-29 in Trondheim, Norway, focused on teaching and learning in medicine, medical education, and health care needs and assessment. FAIMER staff (whose names appear in bold) and Fellows (whose names appear in blue) participated in the following course, workshops, symposia, short communications, and posters:
Course
FAME (Fundamentals of Assessment in Medical Education)
Tony LaDuca, Jack Boulet, Dale Dauphinee, Helena Davies, Ann King, Marina Mrouga, Dave Swanson, Carol Morrison, John Norcini
Workshops
International medical education opportunities: cross-cultural exchanges John Norcini, M. Brownell Anderson
Assessing the written communication skills of physicians
Thomas Rebbecchi, Jack Boulet, Gerald Whelan
Short Communications
FAIMER Education Programs: five year impact William Burdick, Page Morahan, Summers Kalishman, Stewart Mennin, MaryAnn Eklund, Debby Diserens*, John Norcini
Postgraduate Medical Education (PMED) Project – a comprehensive web-based international directory Frank A Simon*, Gerald P Whelan, Danette McKinley, John Norcini
Accreditation processes throughout the world: The FAIMER directory of organizations that recognize/accredit medical schools Marta van Zanten*, John Norcini, Frank Simon
Peer teaching in Family Medicine – experience of facilitators Marietjie van Rooyen*, David Cameron, Julia Blitz, Glynis Pickworth
CanMEDS for South African pathology training Juanita Bezuidenhout*, Vanessa Burch, S Nayler W Grayson, E Wasserman, R Erasmus, E van Rensburg, J Mahlangu, J Vellema, M Altini, Meyer, Moodly, M Senekal, I Loftus
Students’ clinical performance on technical and humanistic skills: comparison between faculty and self assessment
RCL Domingues, AMB Zeferino, SS Morais, E Amaral
Undergraduate medical students’ clinical competence through the eyes of faculty from different specialties Eliana Amaral*, AMB Zeferino, SS Morais, RCL Domingues
Progress test: is it a predictor of students’ academic performance?
S Monte-Alegre, E Amaral, SMRR Passeri, Rcurvo-Leite, AMB Zeferino
Fundamentals of Assessment in Medical Education (FAME) is a joint project of the Foundation for Advancement of International Medical Education and Research (FAIMER) and the National Board of Medical Examiners (NBME), which debuted at the 2007 Association for Medical Education in Europe (AMEE) meeting in Trondheim, Norway, August 23-29. FAME is a collaborative activity following from FAIMER and NBME’s Memorandum of Understanding, signed in July 2006, to develop a framework for working together to improve global health professions education.
FAME is a basic-level course on educational assessment geared toward medical school faculty who are new to teaching and assessment and individuals who have assumed new responsibilities for assessment. In this first year, 22 registrants from 12 countries participated in FAME.
FAME is designed around two complementary dimensions of assessment themes (Test Design; Test Material Development; Standard Setting; and Scoring, Analysis, and Reporting) and assessment frames (Assessment of Knowledge and Reasoning, Assessment of Clinical Skills, Assessment of Workplace Performance, and Assessment of Programs).The course schedule includes one and one-half pre-conference days consisting of plenary and small group sessions. Small group work was organized around the four frames, culminating with each participant, together with faculty facilitators, preparing a conference itinerary to guide their attendance at AMEE conference sessions in a way that would supplement and extend their assessment knowledge and skills. During the conference, faculty and participants met daily over lunch to review sessions attended. At the conclusion of the AMEE conference, faculty and participants met again to sum up the course experience, address remaining questions, and discuss possible future study.
Course faculty are internationally-recognized experts drawn from the sponsoring organizations and from around the world. The Course Director is Tony LaDuca, Ph.D., formerly Principal Assessment Scientist at NBME. Other faculty included John (Jack) R. Boulet, Ph.D., Associate Vice President for Research, FAIMER; W. Dale Dauphinee, M.D., F.R.C.P.C.; Carol Morrison, Ph.D., Associate Vice President, Scoring Services, NBME; David B. Swanson, Ph.D., Deputy Vice President of Professional Services, NBME; Helena Davies, M.B.Ch.B. (Hons), M.D., F.R.C.P.C.H., clinical academic in Medical Education/Late Effects (of Cancer therapy), University of Sheffield (Honorary Consultant, Sheffield Children’s Hospital); Ann King, M.A., Assessment Scientist in Measurement Consulting Services, NBME; Marina R. Mrouga. M.D., Ph.D., Deputy Director of Testing Board of Professional Competence Assessment, Ukraine; Ingrid Philibert, M.H.A., M.B.A., Senior Vice President, Department of Field Activities, Accreditation Council for Graduate Medical Education (ACGME); and Professor Dame Lesley Southgate, D.B.E., D.Sc., F.R.C.S., F.R.C.G.P., Professor of Medical Education, St. George’s Hospital Medical School. Leading the FAME faculty team are John Norcini, Ph.D., President of FAIMER, and Donald Melnick, M.D., President of NBME.
Evaluations have been received from 19 of the 22 participants. For the most part, these were very positive, but, as expected, several weaknesses were identified. Follow-up discussions with course faculty have confirmed several suggestions for improvements and these are being devised for a subsequent offering in 2008.
