The Regional Center for Faculty Development at Jawaharlal Nehru Medical College, Datta Megge Institute of Medical Sciences (Deemed University) in Wardha, India, conducted its 2nd Basic Course in Medical Education Technologies, a faculty development workshop held December 21-23, 2009. FAIMER Fellows Nitin Gaikwad (GSMC 2009), Alka Rawekar (CMCL 2009), Jayant Vagha (CMCL 2009), and Sunita Jayant Vagha (CMCL 2010) all led sessions, along with other members of the Datta Megge Institute faculty. Twenty-five health professions education faculty members from the state of Maharashtra participated in the workshop, which was convened by Sunita Jayant Vagha. Workshop sessions included teaching and learning processes, the systems approach, educational objectives, interpersonal skills, microteaching, group dynamics, giving feedback, adult learning, multiple choice questions, and objective structured clinical and practical examinations (OSCE and OSPE).
The 2nd Basic Course in Medical Education Technologies continued the Regional Center’s ongoing training efforts as part of the Medical Council of India’s (MCI) nationwide faculty development program. The Regional Center was established on July 1, 2009, and the 1st Basic Course was conducted July 1-3. In addition to the Basic Courses, the Center is also conducting a meeting of coordinators of the medical education units of its 30 affiliated colleges on March 7. The goal of the meeting will be to provide guidance and support to the colleges and to arrange to conduct basic workshops at each of the schools.
FAIMER Fellows Mobeen Iqbal (PHIL 2006), Tara Jaffery (PHIL 2005), and Zahra Ladhani (PHIL 2007) from Shifa College of Medicine in Islamabad, Pakistan, organized a four-day workshop in May 2009 on performance assessment. The workshop was conducted by Christina Tan (PHIL 2005) from the University of Malaya in Kuala Lumpur, Malaysia. Dr. Tan spoke on performance-based assessment methods, standard setting, assessing the assessors, and blueprinting for objective-structured clinical examinations (OSCEs). She also conducted small group, hands-on sessions on standardization of assessors, which included a video exercise with audience participation, and led a demonstration of a training session with a simulated patient. Participants observed a live, integrated OSCE that included students from Shifa.
The practicum drew participants from several medical colleges in the region. Among them was Zareen Zaidi (PHIL 2008) from Foundation University Medical College in Rawalpindi, who described feedback on the workshop as “wonderful.”
Faculty from the CMCL-FAIMER Regional Institute (CMCL-FRI) conducted a two-day medical education workshop at Gandhi Medical College (GMC) in Bhopal, Madhya Pradesh, India, August 7–8, 2009. This is the fourth outreach activity undertaken by the CMCL-FAIMER Regional Institute faculty. CMCL-FRI Director Tejinder Singh (PHIL 2003), CMCL-FRI Secretary Dinesh Badyal (CMCL 2007), Jugesh Chhatwal (PHIL 2007), and Gagandeep Kwatra (CMCL 2006) led faculty development sessions employing interactive FAIMER methodologies. The first day of the workshop focused on learning principles, including a new session on taxonomy of learning. The second day was devoted to assessment sessions, including reliability, validity, and applicability of various types of assessment methods. A full setup for objective structured clinical examinations (OSCE) and objective structured practical examinations (OSPE) was created to provide a real feel for these methods to participants.
There were 35 participants from GMC and Peoples Medical College, Bhopal, including five faculty members from GMC’s Medical Education Unit (MEU). Dean of GMC Dr. Nirbhay Srivastava highlighted the qualities of a good medical teacher and emphasized how faculty development workshops can improve teaching–learning activities. Dr Neelkamal Kapoor (CMCL 2009), Coordinator of GMC-MEU, stated that this was the first time that such a workshop, with interactive methodology, was conducted at GMC. She added that it prepared them to conduct a second workshop with local facilitators only, an important objective of the CMCL program. The CMCL team also used the gathering as an opportunity to give a brief introduction on FAIMER Regional Institutes and the application process.
Feedback on the workshop was very positive, and all the participants appreciated the way they were kept involved throughout all sessions. At the closing ceremonies, Dr. V.K. Saini, Director of Medical Education, Madhya Pradesh, said that Government is making all efforts to help organize similar workshops for all medical teachers in the state. Dr. Tejinder Singh appreciated the efforts of local organizers for providing a very conducive atmosphere for the workshop.
A state-level workshop on Medical Education Research: Concepts and Methodologies was held July 29–30, 2009, at SBH Government Medical College in Dhule, Maharashtra, India. The workshop was conducted with the support of the National Academy of Medical Sciences of India. The focus of the practicum was on identifying and discussing analytical and interpretational error in medical education research in an effort to improve research methodologies. Sessions were held on educational techniques, research methods, quantitative methods, qualitative and mixed methods, differential and inferential statistics, and data analysis. Group projects were conducted on teaching techniques and assessment. The workshop helped build awareness of the need for solid medical education research, and there was much interest in FAIMER fellowship programs expressed among the 25 participants.
Included among participants were 2008 PSG-FAIMER Regional Institute Fellow Amol Dongre, who facilitated a session on the application of qualitative research methods in medical education research, and 2005 GSMC-FAIMER Regional Institute Fellow Shashank Date.
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.
Faculty from the CMCL-FAIMER Regional Institute (CMCL-FRI) conducted a medical education workshop at the Gajra Raja Medical College in Gwalior, Madhya Pradesh, India, April 10–11, 2009. Dinesh Badyal (CMCL 2007), Gagandeep Kwatra (CMCL 2006), Sheena Singh (CMCL 2006), and CMCL-FRI Director Tejinder Singh (PHIL 2003) led faculty development sessions employing interactive FAIMER teaching methodologies. The major focus of the program was to equip the participants with skills to provide formative feedback to students in various settings. The sessions on assessment and clinical teaching were used to emphasize the beneficial effect of feedback on student learning.
Participants included six local faculty members who had been trained in India’s National Teacher Training Center (NTTC) program, including the Dean of the College, Dr. S. Sapre. Comparisons between NTTC and FAIMER proved interesting, with FAIMER generally considered the more interactive of the two programs. Dr. Sapre noted that the FAIMER team kept all participants engaged for the entire duration of the workshop, ensured their participation, and prepared them to conduct a second workshop with local facilitators only, an important objective of the program.
The CMCL team also used the workshop as an opportunity to give a brief presentation on FAIMER Regional Institutes.
Dr. Tejinder Singh noted that the participants were very receptive overall, and that an encouraging atmosphere was created prior to the event, thanks to the efforts of local organizers. Dr. A. G. Shingwekar, who coordinated the event, had also invited five “observers” from other medical colleges in the state, and the event was very well covered by the local press. Feedback on the workshop was very positive.
In support of an ongoing effort to revitalize health professions education at the B.P. Koirala Institute of Health Sciences in Dharan, Nepal, Bishnu Hari Paudel (PHIL 2007), Soumya Bhattacharya (PHIL 2005), and Shyamal Bhattacharya (PHIL 2006) led a workshop at the Institute on “Effective Teaching Learning Methods and Related Aspects,” from December 7 to 12, 2008. Thirty-four health professions educators from five institutions in Nepal participated in sessions on such topics as program evaluation, changing curricula to meet local needs, effective teaching practices, problem-based learning, conflict management, and change management. Educators from outside of Nepal were invited to serve as faculty; included among those contributing was Avinash Supe (PHIL 2002), Director of the GSMC-FAIMER Regional Institute in Mumbai, India.
An Appreciative Inquiry approach was practiced throughout the workshop and a great deal of emphasis was placed on teamwork. Sessions were designed to encourage broad active participation. Goals of the workshop included not only the continued improvement of health professions education at the B.P. Koirala Institute of Health Sciences, but also continued development throughout Nepal, and the fostering of a network of health professions educators across the country. Feedback from participants was positive. The workshop was considered a great success, and there was much interest expressed in conducting similar activities in the future.
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.