2009 Association for Medical Education in Europe Conference

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SAFRI Fellow Alwyn Louw at AMEE 2009
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 speaks at AMEE 2009
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


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


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


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 Invited to Deliver Miriam Friedman Memorial Lecture

Posted on Categories conferences, FAIMER facultyTags , , , ,

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.