AMEE 2012 Provisional Programme by liwenting

VIEWS: 286 PAGES: 30

									                                                                  th er l e ere
                                                                  me c
                                                                     e l na du nc
                                                                        ea tio ca e
                                                                           din na tio

                                                                              g l n
incorporating the 4th sifem conference

 lyon, france
 lyon conference centre
 25-29 august 2012

 provisional programme 2012
                                           The continuum
                                           of education in
                                           medicine and
                                           the healthcare

                                           Outline programme:                    page 6
                                           ESME Courses:                         pages 9-10
                                           Pre-conference workshops (English):   pages 11-16
                                           Pre-conference workshops (French):    pages 17-18
                                           Main programme:                       pages 19-22
                                           Accommodation:                        page 25
                                           Tours/social events:                  page 26-27
                                           How to register:                      page 28
                                           Abstract submission:                  page 29

                                                                  Scottish Charity SC031618
     welcome to the amee 2012
     and 4th sifem conference

     AMEE is very pleased to collaborate         who should attend?
     with the following organisations
     representing the French speaking            • Anyone with an interest in medical education. Typically,
     nations:                                      AMEE conference participants are teachers, deans,
                                                   researchers, course directors, administrators and
     • Société internationale francophone          students.
       d’éducation médicale (SIFEM),
                                                 • Participants from the other healthcare professions,
     • Conférence des doyens des facultés
                                                   including veterinary medicine, nursing and dentistry.
       de médecine
     • La Conférence internationale des          • Participants from around the world. Over 80 countries
       doyens et des facultés de médecine          are represented, bringing a rich cultural mix to enhance
       francophone (CIDMEF)                        the experience for all.

     • L’Université Numérique francophone        • Those interested in the continuum of education, from
       des sciences de la santé et du sport        undergraduate, through postgraduate to continuing
       (UNF3S)                                     education. This year, by popular request, we have
                                                   strengthened the postgraduate and CPD content in the
     • Le Forum international francophone
                                                   programme, and streams in these areas will be evident
       de pédagogie en sciences de la santé
                                                   throughout the programme.
     • Le CRMCC
                                                 • Those wishing to find out who is doing what in medical
                                                   and healthcare professions education, and possibly to
     Whilst the language of the Conference is      arrange to collaborate with others with similar interests.
     English, some sessions will take place in
     French. There will also be a programme      • Those wishing to present their work and to share their
     of preconference workshops in French,         results with others. Please see page 29 for details of how
     to be held on Saturday and Sunday at La       to submit an abstract for consideration for presentation
     Doua Campus, a ten minute walk from           as a short communication, poster, Fringe contribution or
     Lyon Conference Centre.                       conference workshop.

AMEE Executive Committee &                     Welcome message from the AMEE 2012 Local Organizing Committee
Secretariat/Comité exécutif de
l’AMEE et secrétariat                          It is a great pleasure to welcome you to Lyon, France, for AMEE 2012.

Madalena Patrício (President); Peter Dieter;   With many historical sites, Lyon is the archetype of a heritage city and this has
Steve Durning; Kati Hakkarainen; Ronald        justified its classification by UNESCO. Lugdunum, the Roman name of the city,
Harden (General Secretary/Treasurer);          was officially founded in 43 BC and became the capital of the Gauls in 27 BC. At
Stefan Lindgren (ex officio); Deborah          the time of the Renaissance, the city was an important place for printing and for
Murdoch-Eaton; Jorge Pales; Cees van der       the production and weaving of silk by the “canuts” (silk workers). In more modern
Vleuten; Margot Weggemans (Student             times, Lyon also happened to be the birth place of cinema by Auguste and Louis
Representative); Jean Jouquan (Coopted);       Lumière and developed a reputation for itself as “France’s capital of gastronomy”.
Trevor Gibbs (Development Officer);
John Dent (International Liaison Officer);
                                               Lyon is also known as the city of the three rivers, the Rhône and the Saône rivers
Pat Lilley (Operations Director);              which converge there and the Beaujolais wine! Nowadays, Lyon is the third
Tracey Thomson (Administration Executive)      largest city in France and the second largest metropolitan area in the country.
                                               Economically, it is a major centre for chemical, pharmaceutical, and biotech
                                               industries and Lyon is the capital of the Rhône-Alpes region.
                                               We wish to thank you in advance for travelling to Lyon from a large number of
SIFEM Scientific Committee/                    countries around the world. We hope that you will enjoy the conference and
Comité scientifique de la SIFEM                the city of Lyon and return back invigorated by new ideas and the taste of the
                                               traditional restaurants called “bouchons” (literally meaning “cork”).
Jean François Denef (Faculté de Médecine,
Université Catholique de Louvain               We promise you a warm welcome!
– Président de la SIFEM); Dominique
Maillard (Faculté de Médecine Paris
                                               Patrice Deteix (Faculté de Médecine, Clermont Ferrand - Doyen); Benoît Schlemmer (Faculté
Diderot, Paris 7 – Secrétaire générale de
la SIFEM); Thierry Pelaccia (Faculté de        de Médecine Paris Diderot, Paris 7 - Doyen); Jean-Michel Rogers (Faculté de Médecine, Nantes
Médecine de Strasbourg); Joël Ladner           – Doyen); Jean-Luc Dumas (Faculté de Médecine Paris 13 - Doyen); Dominique Perrotin (Faculté
(Faculté de Médecine et de Pharmacie           de Médecine, Tours - Doyen); Henry Coudane (Faculté de Médecine, Nancy – Doyen); Jean-Paul
de Rouen); Patrice Deteix (Faculté de          Romanet (Faculté de Médecine, Grenoble – Doyen); Fabrice Zeni (Faculté de Médecine, Saint
Médecine, Clermont Ferrand - Doyen);           Etienne – Doyen); Bernard Sele (Faculté de Médecine, Grenoble); François-Noël Gilly (Faculté
Jacques Barrier (Faculté de Médecine de        de Médecine, Lyon Sud – Doyen); Jérôme Etienne (Faculté de Médecine, Lyon-Est – Doyen);
Nantes – Président du conseil pédagogique      Jean Jouquan (Faculté de Médecine de Brest – membre du comité exécutif de l’AMEE); Gilles
de la CIDMEF); Jean-Paul Francke (UFR          Rode (Faculté de Médecine, Lyon-Est – Vice doyen); Dominique Maillard (Faculté de Médecine
de Médecine Lille 2 – Président de la          Paris Diderot, Paris 7 – Secrétaire générale de la SIFEM); Jean-Paul Francke (Faculté de
CIDMEF, - Président de l’UN3S); André          Médecine Lille 2 – Président de la CIDMEF, - Président de l’UN3S); André Jacques (Université
Jacques (Université de Montréal – Forum        de Montréal – Forum international francophone de pédagogie en sciences de la santé); Yves
international francophone de pédagogie en      Zerbib (représentant Médecine générale); Maxime Moulin (représentant étudiant)
sciences de la santé)                                                                                                                           
programme features
Preconference WorkshoPs                       MAIn ProGrAMMe
Saturday 25 & Sunday 26 August
            th            th
                                              Monday 27th – Wednesday 29th August

• A range of 42 half- and full-day            Plenaries: One plenary session each            Workshops: A range of practical, hands-
  workshops (see pages 11-16 for details,     day, with stimulating and challenging          on sessions, some aimed at beginner/
  and refer to the AMEE website for full      presentations.                                 intermediate level, and others more
  abstracts).                                                                                advanced.
• In addition, 21 workshops in French to      Symposia: Short presentations by
  be held at La Doua Campus (see pages        panellists on issues that are topical, and     Spotlights: Five minute summaries on
  17-18 for details, and refer to the SIFEM   may be controversial, to stimulate debate      key conference topics in the final plenary
  website for full abstracts).                and discussion with the audience.              session, with some useful take-home
                                              Short communications: Themed sessions
                                              on a wide range of topics – see page 29.       Exhibition: Both academic institutions
esMe courses,                                                                                and commercial organisations have the
                                              research papers: Sessions devoted              opportunity to present their products and
ACCrEdITEd by AMEE:                           to medical/healthcare professions              services to a worldwide audience. For
                                              education research, with an emphasis on        more information please see the Exhibitor
Essential Skills in Medical Education         methodology.                                   Prospectus on the website, or contact
(ESME): Teaching skills course for those                                           
new to teaching, or those with some           Phd reports: Presentations by those
experience who wish an update or to gain      who have completed PhDs in medical/            Orientation session: If you are new to
a teaching qualification.                     healthcare professions education in the        AMEE, this session on Sunday 26 August
                                              last three years.                              from 1700-1800 hrs will give you a few
Essential Skills in Medical Education                                                        hints as to how to make the most of
Assessment (ESMEA): Aimed at those who        Presentation with Poster: Mounted              your conference experience, and also
would like a basic introduction to a wide     throughout the conference and presented        presents the opportunity to meet the
variety of assessment methods.                in themed sessions.                            AMEE Executive Committee and other
                                                                                             conference participants at the reception
research Essential Skills in Medical          Presentation with Electronic Poster: New       that follows. A simultaneous session will
Education (rESME): Designed to meet           for 2012, posters submitted on eLearning       be held in French.
the demand for basic skills in carrying out   topics will be presented as an ‘ePoster’.
research in medical education.                Selected participants will be asked to send
                                              their poster electronically and it will be
Essential Skills in Simulation in Medical     shown on a display screen and presented
Education (ESMESim): An introduction to       in a themed session.
essential skills for delivering simulation-
                                              Fringe sessions: With some of the most
based healthcare education through a
                                              popular presentations at the conference,
variety of techniques and technologies.
                                              the Fringe is designed to offer participants
                                              the chance to present and to take part
Essential Skills in Computer-Enhanced
                                              in something a little different – possibly
Learning (ESCEL): An introduction             involving music, poetry, clowning or
to essential skills in developing,            juggling – in fact anything is possible as
delivering and evaluating                     long as there is a clear educational link.
computer-enhanced learning activities.

bienvenue aux participants francophones!
Au Congres de L’AMEE 2012                         Programme du pré-congrès                          Une session d’orientation sera donnée
                                                                                                    en français le dimanche 26 août de 17
Au 4ème Congres de la SIFEM associée à            22 ateliers, d’une journée ou d’une demie         à 18 heures, pour aider les participants
l’AMEE et en partenariat avec:                    journée, auront lieu en français le samedi 25     francophones à obtenir le meilleur profit du
• La Conférence des doyens des facultés de        et le dimanche 26 août 2012 sur le Campus         congrès de l’AMEE. Cette session est incluse
   médecine                                       Universitaire de la Doua, à 10 minutes à pied     dans les droits d’inscription.
                                                  du Centre des Congrès (voir pages 17-18 et
• La Conférence internationale des doyens         le site de la SIFEM pour le programme et les
   et des facultés de médecine francophones       résumés).                                         Comment s’inscrire?
                                                  Coût d’un atelier (1/2 journée):     Euros 78     Vous pouvez, soit vous enregistrer et payer
• L’Université numérique des sciences de la
                                                  Coût d’un atelier (1 journée):       Euros 168    en ligne, soit compléter la feuille d’inscription
   santé et du sport (UN3S)                                                                         incluse dans ce programme prévisionnel, ou
                                                  Coût de l’atelier S1:                Euros 30
• Le Forum international francophone de                                                             télécharger la feuille d’inscription à partir du
   pédagogie en sciences de la santé              Se dérouleront parallèlement dans le Centre       lien existant dans le site de l’AMEE:
• Le CRMCC                                        des Congrès, samedi 25 et dimanche 26 août Voir page 28 de ce programme
                                                  2012, 42 ateliers en anglais, d’une journée ou    prévisionnel pour les droits d’inscription.
                                                  d’une demie journée, (voir pages 11-16 et le
Prenez connaissance sans                          site de l’AMEE pour les résumés).                 L’inscription couplée au congrès de l’AMEE et
tarder du programme                                                                                 à celui de la SIFEM sera consentie au même
prévisionnel !                                    Programme du congrès                              tarif que les membres de l’AMEE pour tous
                                                                                                    les participants francophones en règle de
Cette brochure contient un sommaire des           Le congrès AMEE – SIFEM 2012 se tiendra au        leur cotisation à la SIFEM. Elle permettra de
sessions disponibles. Pour plus d’information,    Centre des Congrès de Lyon du 27 au 29 août       participer à l’ensemble des activités organisées
consultez le site de l’AMEE et       2012. Le programme en français inclut une         dans le cadre des deux manifestations, les
celui de la SIFEM                  session plénière, des sessions de présentations   inscriptions ne pouvant être disjointes. Les
                                                  courtes et des ateliers (voir pages 19-22).       ateliers pré-congrès, qu’il s’agisse de ceux
Pourquoi un congrès conjoint                                                                        organisés en anglais au titre de l’AMEE ou de
sIfeM – AMee ?                                                                                      ceux organisés en français au titre de la SIFEM,
                                                  Sessions françaises incluses                      feront l’objet d’une inscription additionnelle
La SIFEM organise à Lyon, du 25 au 29 Août        dans le programme du                              séparée.
2012, son quatrième congrès, simultanément        congrès AMEE 2012
au congrès de l’AMEE.
                                                  Session 2 Lundi 10h 30 – 12h 15                   Soumission des résumés
L’AMEE est la plus importante société savante     Plénière en français - Sessions simultanées
                                                                                                    Les résumés des sessions françaises, organisées
internationale en éducation médicale.                                                               par la SIFEM, doivent être soumis en français
Son congrès annuel est aujourd’hui le plus        Session 3 Lundi 13h 45 – 15h 30
                                                  Sessions simultanées (communications              et seront revus par le Conseil Scientifique de la
important congrès mondial dans ce domaine.                                                          SIFEM. Ces soumissions doivent être adressées
Il réunit environ 2500 participants du monde      courtes et ateliers)
                                                                                                    en ligne avant le 12 mars 2012 sur le site web
entier.                                           Session 4 Lundi 16h 00 – 17h 45                   de l’AMEE. Merci de suivre le lien
La SIFEM est une société savante beaucoup         Sessions simultanées (communications              « Conférences » sur le site de l’AMEE
plus jeune (2005). Elle cherche à créer dans      courtes et ateliers)                     pour plus de détails.
le monde francophone à la fois un réseau          Session 6 Mardi 10h 30 – 12h 15
d’enseignants ayant une réelle formation
                                                  Sessions simultanées (communications              Participation étudiante
en éducation médicale mais aussi un champ
de travaux : développements curriculaires         courtes et ateliers)                              Les étudiants francophones organiseront
innovants, méthodes d’enseignement et de                                                            un atelier pré-congrès et des sessions
                                                  Session 7 Mardi 13h 45 – 15h 30                   pendant le congrès lui-même. Une animation
formation incluant les nouvelles technologies,    Sessions simultanées (communications
évaluations de programmes, production de                                                            spécialement prévue pour les étudiants sera
                                                  courtes et ateliers)                              organisée.
matériel didactique, recherche en éducation
médicale, etc.                                    Session 8 Mardi 16h 00 – 17h 45
                                                  Sessions simultanées (communications              réservation d’hôtels
A qui s’adresse le congrès                        courtes et ateliers)                              De nombreux hôtels sont disponibles – voir la
conjoint AMEE - SIFEM ?                           Session 9 Mercredi 08h 15 - 10h 00                liste page 25.
Le congrès pourra intéresser tous professeurs,    Sessions simultanées (communications
doyens, responsables d’enseignements,             courtes et ateliers)                              Tourisme et réceptions
responsables administratifs, chercheurs, jeunes                                                     Voir page 25.
médecins, étudiants en médecine ainsi que         Session 10 Mercredi 10h 30 – 12h 00
toute autre profession de santé des différents    Sessions simultanées (communications
pays du monde (plus de 2800 participants de       courtes et ateliers)
84 pays ont assisté au congrès de l’AMEE 2011).                                                                                                                                           
outline programme
                 SATurdAy 25th               sundAy 26th              MondAy 27th              TuesdAy 28th           WednesdAy 29th

                ESME Courses              ESME Courses              Plenary 1;              Plenary 2;                Symposia, research
                in English at Lyon        in English at Lyon                                                          papers, short
                Conference Centre;        Conference Centre;                                                          communications,

                                                                    Symposia, research      Symposia, research        posters, conference
                Pre-conference            Pre-conference            papers, short           papers, short             workshops, exhibits
                workshops in English at   workshops in English at   communications,         communications,
                Lyon Conference Centre;   Lyon Conference Centre;   posters, conference     posters, conference
                                                                    workshops, exhibits     workshops, exhibits
                Pre-conference            Pre-conference
                workshops in French       workshops in French
                at La Doua                at La Doua

                                                                    Meeting of Directors    AMEE AGM;

                                                                    of Medical Education    ESME courses; exhibits
                                                                    Masters Courses; ESME
                                                                    courses; exhibits

                ESME Courses              ESME Courses              Symposia, research      Symposia, research        Plenary 3;
                in English at Lyon        in English at Lyon        papers, PhD reports,    papers, PhD reports       Close of Conference;
                Conference Centre;        Conference Centre;        short communications,   short communications,     ESME Courses

                                                                    posters, conference     posters, conference
                Pre-conference            Pre-conference            workshops, AMEE         workshops, AMEE Fringe,
                workshops in English at   workshops in English at   Fringe, exhibits        exhibits
                Lyon Conference Centre;   Lyon Conference Centre;

                Pre-conference            Pre-conference
                workshops in French       workshops in French
                at La Doua                at La Doua

                                          Orientation sessions in
                                          English and French at

                                          Lyon Conference Centre;

                                          Opening Ceremony
                                          and Reception at Lyon
                                          Conference Centre

                        AfTernoon                                                                                                       MornInG                                                                                                                                   AfTernoon                                                                        MornInG

                                 Essential Skills in Medical Education (ESME)... continued                                                                                                                                                                                                     Essential Skills in Medical Education (ESME)


                     Using theory in medical                                                                                        Workplace-based Assessment                                                                                                              Debriefing for Simulation Based                                                     Enhancing SP encounters:

                       education research                                                                                                   of teachers                                                                                                                      Learning: An ASPE workshop                                                            An ASPE workshop



                                                           rESEArCH &

                                Essential Skills in Medical Education Simulation (ESMESim)                                                                                                                                                                                               Research Essential Skills in Medical Education (RESME)


                                                                                                                                                                                                                                                     Sunday 26 August
                    Writing up: 3 principles for                                                                                     How to design and facilitate                                                                                                         Identifying and applying theoretical                                                   Practical introduction to
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           Saturday 25 August

                    successful research papers                                                                                              focus groups                                                                                                                   paradigms to educational research                                               interviewing for qualitative research


                                                           rESEArCH &
                                                                                                                                                                                              rESEArCH &
                                                                                                                                                                                                                                                                                                                          rESEArCH &

                                                                                                                                                                                  SIMuLATION SCHOLArSHIP
                 I had a dream: CPD Office as the

                   cornerstone for value creation                                                                                 Defining skills of Lifelong Learning                                                                                                                  Scholarship and innovation in medical education (CAME)

                   Teaching Preclinical Subjects                                                                                      Improving presentations:                                                                                                                Strategies to improve your                                                          Team-Based Learning
                                                                                                                                                                                                                                                                              performance as a facilitator

                                                                                                                                   Say it better and show it better                                                                                                                                                                                                    from A-Z


                                                          TEACHINg &
                                                                                                                                                                                  TEACHINg &
                                                                                                                                                                                                                                                                                                                         TEACHINg &
                                                                                                                                                                                                                                                                                                                                                                                                                        rESEArCH & rESEArCH & rESEArCH & TEACHINg &

                Developing common International                                                                                     Effective Faculty Leadership in
                 Standards using an Assessment                                                                                                                                                                                                                                FLAME – Fundamentals in Leadership & Management for Educators (ASME)

                                                                                                                                        Organizational Change


                                                           LEArNINg MAnAGeMenT
                                       Veterinary collaboration in the age of Web2.0                                                                                                                                                                                                     Essential Skills in Computer-Enhanced Learning (ESCEL)
                                                     A ViEW workshop

                                                                                                                                                                                   LEArNINg MAnAGeMenT ELEArNINg
                                                                                                                                                                                                                                                                                                                                                                                                            SIMuLATION SCHOLArSHIP SCHOLArSHIP SCHOLArSHIP LEArNINg MAnAGeMenT ELEArNINg

               Practicing what we preach: Lifelong                                                                                         Use of tablets                                                                                                                      Hands-on VP case design                                                         Effective use of ePortfolios

               learning tools for medical educators


               Curriculum as conversation: Engaging                                                                             Introduction to Competency-Based                                                                                                            Outcome-Based course design                                                            Social accountability

                 and modifying hidden curriculum                                                                                       Outcomes Education                                                                                                                                                                                                           of medical schools

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         pre-conference workshops & courses

                       Exercising Empathy:                                                                                       Program evaluation – learning to                                                                                                                   21st Century                                                               From 4000 outcomes to one
                     Art and health together                                                                                                                                                                                                                                     Curriculum Planning

                                                                                                                              determine if your program is successful                                                                                                                                                                                            coherent interactive map

                                                                                                                                                                                                                                                                                                                         ELEArNINg CurrICuLuM CurrICuLuM

               Publishing results of scholarly work                                                                            Essential Skills in Medical Education                                                                                                                    Essential Skills in Medical Education Assessment (ESMEA)
                                                                                                                                Assessment (ESMEA)... continued


                                                                                           rESEArCH &
                 Measurement and improvement                                                                                      Assessing student competence                                                                                                              Measurement of Clinical Skills:                                                        Sequential testing –

                         of the OSCE                                                                                                    with the Mini-CEX                                                                                                                        Advanced topics                                                                   practical application

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        Lyon Confere

               Developing High-quality Single-best-

                answer MCQs to assess application                                                                                     Pass-fail decisions:                                                                                                                  ABCs of Item Response theory                                                   ‘Excellent’ student performance in
                                                                                                                                  How do we make them fairly?                                                                                                                                                                                               undergraduate medical education


               of knowledge using patient vignettes

                                                          ELEArNINg CurrICuLuM CurrICuLuM SCHOLArSHIP AssessMenT AssessMenT
                                                                                                                                                                                  ELEArNINg CurrICuLuM CurrICuLuM AssessMenT AssessMenT AssessMenT
                                                                                                                                                                                                                                                                                                                         AssessMenT AssessMenT
                                                                                                                                                                                                                                                                                                                                                                                                            ELEArNINg CurrICuLuM CurrICuLuM AssessMenT AssessMenT AssessMenT
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                in English

                                                                                                                                                                                                                                                                             Observational skills, pattern
                                                                                                                                                                                                                                                                           recognition, critical reasoning &

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    ce Centre

                        Basics in CME/CPD
                                                                                                                                                                                                                                                                                                                          ArT &


                                                                                                                                                                                                                                                                        contextual learning at the Art Museum

ateliers pré-conférence et des cours
                                                                                                          in French
                                                                                                              La Doua
    Samedi 25 Août

        Ateliers d’une journée entière                    Samedi matin                            Samedi après-midi
                 (0915-1615 hrs)                           (0915-1215 hrs)                           (1315-1615 hrs)

    S1: Atelier conçu et développé par et     SM1: Démarche de diagnostic                SP1: Difficultés du raisonnement
        pour les étudiants                         pédagogique des difficultés de             clinique, comment mettre
                                                   raisonnement clinique                      en oeuvre des stratégies de
    S2: Une taxonomie et un modèle                                                            remédiation ciblée?
        conceptuel de la simulation           SM2: Apprentissage précoce des
                                                   compétences relationnelles et         SP2: Un programme de formation
    S3: Ateliers 1 et 2 sur la simulation          du raisonnement clinique en                sous la forme d’un parcours de
                                                   entrevue chez les étudiants                professionnalisation. De quoi
                                                   novices                                    s’agit-il?
                                              SM3: Partenariat international bilateral   SP3: Éthique de la formation:
                                                   en éducation médicale: défis,              explicitation de l’engagement
                                                   enjeux et leçons. Ou comment               de la Charte de l’Éthique des
                                                   aller au-delà des voeux pieux              Facultés des Sciences de la santé
                                              SM4: Quelles compétences pour
                                                   assumer un leadership efficace        SP4: J’ai fait un rêve – notre centre
                                                   en santé?                                  de développement continu était
                                                                                              devenue la pierre angulaire de
                                                                                              notre système de santé

    dimanche 26 Août

        Ateliers d’une journée entière                    Samedi matin                            Samedi après-midi
                 (0915-1615 hrs)                           (0915-1215 hrs)                           (1315-1615 hrs)

    D1: Suite de l’atelier du samedi sur la   DM1: Initiation à la recherche en          DP1: Méthodes de recherche en
        simulation                                 pédagogie médicale                         pédagogie médicale
                                              DM2: Démarche de responsabilité            DP2: Concevoir un master en
                                                   sociale: enjeux et opportunités            pédagogie médicale en Afrique
                                                                                              de l’Ouest
                                              DM3: Quel plan d’action pour un
                                                   3e cycle dans les pays en             DP3: La pratique réflexive: Un
                                                   développement? Possibilités de             outil pour améliorer son
                                                   partenariats et de réseautage              enseignement
                                              DM4: Stratégie de changement:              DP4: Le debriefing en simulation.
                                                   pratique de l’analyse forces,              Cadre général et difficultés
                                                   faiblesses, opportunités,                  d’animation
                                              DM5: Pourquoi et comment utiliser
                                                   les techniques de simulations
                                                   hautes fidélités dans nos
                                                   dispositifs de formation?

amee-esme courses                                                        (offered and accredited by amee)

The ESME courses, offered and accredited by AMEE, are aimed at practising teachers in
medicine and the healthcare professions, both basic scientists and clinicians. They are                     NOTE: Course participants must
designed both for those new to teaching and for teachers with some experience who would                     also register for AMEE 2012 and
like a greater understanding of the basic principles and an update on current best practice.                pay the conference fee.
The courses recognise that all, even those with considerable experience, can improve their
skills in teaching.

   ESME                                              ESMEA                                                   ESMESim
Essential Skills in Medical Education             Essential Skills in Medical Education                   Essential Skills in Medical Education
                                                  Assessment                                              Simulation
Facilitators: Stewart Mennin (University of New   Facilitators: Katharine Boursicot (SGUL, UK); Brownie   Facilitators: Ross Scalese & S Barry Issenberg (Gordon
Mexico School of Medicine, USA); Ruy Souza        Anderson (AAMC, USA); John Norcini (FAIMER, USA);       Center for Research in Medical Education, University
(Federal University of Roraima, Brazil)           Trudie Roberts (Leeds, UK); Sydney Smee (Medical        of Miami Miller School of Medicine, USA)
                                                  Council of Canada); Dave Swanson (NBME, USA)
Sessions: Saturday (0900-1700); Sunday                                                                    Sessions: Sunday (0900-1700); Monday
(0900-1700); Monday (1215-1315); Tuesday          Sessions: Saturday (0900-1700);                         (1215-1315); Tuesday (1215-1315); Wednesday
(1215-1315); Wednesday (1200-1245)                Sunday (0900-1230); Monday (1215-1315);                 (1530-1700)
Venue: Lyon Conference Centre                     Tuesday (1600-1745)                                     Venue: Lyon Conference Centre
Cost: Euros 600 (includes course, resource        Venue: Lyon Conference Centre                           Cost: Euros 600 (includes course, resource
materials, lunches and optional post-course       Cost: Euros 600 (includes course, resource              materials, lunches and optional post-course
report)                                           materials, lunches and optional post-course             report)
The ESME Course provides an introduction                                                                  The ESMESim course provides an
to the basic competencies required of             The ESMEA Course provides an introduction               introduction to essential skills for delivering
the medical and healthcare professions            to the fundamental principles of                        simulation-based healthcare education
teacher: the Skilled Educational Planner,         assessment. Through a series of short                   through a variety of techniques and
the Effective Teacher and the Informed            presentations and small group work,                     technologies. The course emphasizes guided
Assessor/Evaluator. Through a series of short     the participants will gain experience in                interactive learning to maximize simulation-
presentations and small group work, this          designing assessments, blueprinting,                    based instruction skill acquisition. The
highly interactive course looks at how people     writing test material and standard                      course is open to all healthcare professionals
learn and the range of teaching, learning         setting. This course is aimed at people                 who are interested in improving their
and assessment methods and opportunities          new to assessment who wish to gain                      simulation-based instructional skills. Overall
available to the teacher. It also examines        a thorough foundation in assessment.                    learning outcomes include:
how teaching, learning and assessment can         After completing the course, participants               1. Review and discuss methods of
be organized in the curriculum.                   will have acquired a vocabulary and a                      simulation, simulation technologies and
                                                  framework for understanding essential                      simulation environments.
Post-course report: Participants may choose       concepts in assessment and familiarity
to submit, within six months of completion                                                                2. Identify and incorporate evidence-based
                                                  with the principles for their practical                    features that lead to effective simulation-
of the course, a short report describing          implementation.
the application of the ESME competencies                                                                     based learning.
in their own teaching practice, leading to        Post-course report: Participants may                    3. Review basic design and development
award of the AMEE-ESME Certificate in             choose to submit, within six months of                     elements for constructing a simulation
Medical Education.                                completion of the course, a short report                   scenario activity.
                                                  describing the application of the ESMEA                 4. Identify simulation environment design
                                                  competencies in their own teaching                         requirements as they related to required
                                                  practice, leading to award of the AMEE-                    fidelity and equipment for simulation
                                                  ESMEA Certificate in Medical Education.                    activities.
                                                                                                          5. Identify the elements necessary to use
                                                                                                             simulation for assessment and debriefing.
                                                                                                          Post-course report: Participants may choose
                                                                                                          to submit, within six months of completion
                                                                                                          of the course, a short report describing the
                                                                                                          application of the ESMESim competencies
                                                                                                          in their own teaching practice, leading to
                                                                                                          award of the AMEE-ESMESim Certificate in
                                                                                                          Medical Education.                                                                                                                                                   
esme courses

     RESME                                              ESCEL
research Essential Skills                            Essential Skills in Computer-                         At the conclusion of the Course,
in Medical Education                                 Enhanced Learning                                     participants will be able to:
Facilitators: Charlotte Ringsted (Copenhagen         Facilitators: David Cook (Mayo Clinic, USA); Rachel   1. Outline the steps involved in planning
University, Denmark); Brian Hodges (Toronto          Ellaway (Northern Ontario School of Medicine,            and developing a computer-enhanced
University, Canada); Albert Scherpbier (Maastricht   Canada); John Sandars, University of Leeds, UK)
University, Netherlands)                                                                                      course or course component
                                                     Sessions: Saturday (0900-1700 hrs);
Sessions: Saturday (0900-1700 hrs);                  Monday (1215-1315 hrs), Tuesday                       2. Describe evidence-based principles
Monday (1215-1315 hrs), Tuesday (1215-               (1345-1530 hrs)                                          of effective learning as they relate to
1315 hrs); Wednesday (1530-1830 hrs)                                                                          computer-enhanced learning
Venue: Lyon Conference Centre                        Venue: Lyon Conference Centre
                                                                                                           3. Select among and integrate various
Cost: Euros 600 (includes course, resource           Cost: Euros 600 (includes course, resource               instructional approaches (including both
materials, lunches and optional post-course          materials, lunches and optional post-                    computer-based and non-computer
research proposal)                                   course research proposal)                                methods) to develop effective learning
The RESME Course provides an introduction            Whether using a desktop computer, tablet,                experiences
to the essential principles and methods of           smartphone, or other device, effective                4. Evaluate computer-enhanced learning
conducting research in medical education:            computer-assisted learning requires a                    activities and resources
formulating research questions, choosing             skilful alignment of learner and program              5. Work effectively in an educational
a research approach and selecting an                 needs, learning context, instructional                   environment made complex by
appropriate global methodology, and                  design, assessment, and technology.                      the expanding range of available
constructing a research plan. Through a              ESCALaTe will prepare participants
series of short presentations and small                                                                       technologies.
                                                     to develop, deliver, and evaluate
group work, this highly interactive course                                                                 Post-course project: Participants may
                                                     computer-enhanced learning activities
will introduce basic concepts and principles                                                               choose to complete, within six months of
using a variety of examples related to theory.       using sound educational principles and
                                                     a range of creative technologies. The                 the course, a short, practical computer-
After completing the course, participants                                                                  assisted learning project and prepare a
will have acquired a framework for                   highly-interactive course will employ a
                                                     series of short presentations, problem-               brief report describing their experience.
understanding and application of essential
concepts and principles for research in              focused small group activites, and group
medical education.                                   discussion. Extensive computer experience
                                                     is NOT required.
Post-course research proposal: Participants
may choose to submit, within six months of
completion of the course, a short research
proposal on a topic of their own interest
describing the application of the concepts
and principles covered in the RESME Course,
leading to award of the AMEE-RESME
Certificate in Medical Education.

     Calling all Students!
     Dear colleagues                                 Chers Confrères                                       Maxime Moulin – Chair, Local Student
     Welcome to Lyon! Once again, AMEE                                                                     Committee
                                                     Bienvenue à Lyon! Et bienvenue à la
     has given a very special place to               conférence AMEE, pour ce qui s’annonce                Margot Weggemans – AMEE Executive
     students within their conference. And           comme tous les ans, une expérience                    Committee Student Representative
     once again, we should continue to               unique d’apprentissages et d’échanges
     share our vision, our own experience            de connaissances, compétences et idées                note: The Student Group is organising a
     of Medical Education with all the               en pédagogie médicale! Que cela soit                  full day workshop with lunch at La Doua
     participants. Thus, we strongly                 votre première conférence (et attendez-               Campus on Saturday 25 August – see
     encourage every reader of these lines           vous à en ressortir différent!) ou bien               Workshop S1 on page 17 and www.amee.
     to submit proposals for the short               que vous soyez un habitué, avez-vous                  org for a detailed programme (cost €30).
     communications and the posters                  pensé à participer? Toute expérience est              Separate sessions will be held in English
     sessions. We all have experience in             intéressante et mérite d’être proposée,               and French on topics including ‘Student
     Medical Education; being a student is           ne serait-ce que dans les sessions de                 engagement in medical education’; ‘A
     one in itself. Everyone has a word to           poster ou de short communications. Ici                guide to effective learning at medical
     say, and now may be your turn! And              nous sommes tous maîtres et élèves… Et                school’ ; and ‘Learning to learn and
     after long and fruitful days of both            si vous avez aussi lu le message d’accueil            teaching to teach’. At the end of the day
     learning and teaching, we will be happy         en Anglais, alors vous savez où nous vous             both groups will meet for a ‘Meet the
     to meet you during the student social           attendons en fin de journée! A bientôt!               experts’ session. See the website for
     program! Enjoy Lyon, and enjoy the                                                                    details of other student activities.
     next AMEE!

pre-conference workshops
Workshops 1-42 take place                           in-depth interview; (4) Understand the basic              PCW5: FLAME – Fundamentals in
at Lyon Conference Centre                           procedures for transcription & analysis of                Leadership and Management for Educators
                                                    recordings.                                               Full-day: 0915-1645 hrs
note: PCW19 starts at Lyon Conference                                                                         Level:    Introductory/Intermediate
Centre and proceeds by coach to                                                                               Theme: Management
Lyon Museum of Fine Arts.                           PCW3: Scholarship and Innovation in                       Judy McKimm (College of Medicine, Swansea
Cost: Half-day workshops: Euros 78                  Medical Education: A practical workshop on                University); Gillian Needham (NHS Education for
                                                    developing a project for peer review and                  Scotland – North Region, UK); Susan Lieff (Centre for
(includes coffee)                                   dissemination                                             Faculty Development at St Michael’s and the Faculty
Full-day workshops (PCW3, PCW5,                     Full-day: 0915-1645 hrs                                   of Medicine, University of Toronto, Canada)
PCW25): Euros 168 (includes coffee & lunch)         Level:    Introductory/Intermediate                       This workshop will provide an introduction to
                                                    Theme: Research & Scholarship
                                                                                                              key aspects of leadership and management
                                                    Jocelyn Lockyer (University of Calgary); Vernon
                                                    Curran (Memorial University of Newfoundland);
                                                                                                              for educators in healthcare settings.
Saturday 25 August                                  Joan Sargeant (Dalhousie University); Danielle            Participants will develop understandings of
                                                    Saucier (Laval University); Joanna Bates (University of   leadership theory and gain an evidence base
                                                    British Columbia); Karen Mann (Dalhousie University);     for ideas and strategies towards becoming a
PCW1: Enhancing Standardized Patient                Carol Hodgson (University of Alberta), Canada
encounters through abnormal physical                                                                          more effective leader. It will cover core topics
findings and moulage                                Medical educators and teachers with                       in educational leadership and management
Half-day: 0915-1215 hrs                             educational projects that can be peer                     including challenges and opportunities,
Level:    Intermediate                              reviewed and disseminated will be guided                  change, leading people and teams, emotional
Theme: Simulation                                   through a six step process that includes                  intelligence. Participants will bring issues
Amelia M Wallace (Eastern Virginia Medical          setting goals, preparation, effective methods,            from their practices and consider how some
School); Theresa Thomas (Professional Skills        obtaining meaningful results, effective                   of these paradigms/frameworks can be
Teaching & Assessment Center, USA)
                                                    presentation and reflective critique. Brief               applied to illuminate possibilities for action
Understanding how to blend available                presentations of the steps involved in project            and self-development.
elements of the physical exam and moulage           development will be interspersed with small
into realistic patient simulations can help SP      group work in which participants create and
educators further meet curricular needs.            discuss their project plans. Participants will
                                                                                                              PCW6: Effective use of E-portfolios in
These ways of enhancing SP encounters                                                                         faculty development programs
                                                    be provided with a workbook to facilitate
can be applied to cases in a way that                                                                         Half-day: 0915-1215 hrs
                                                    project development and discussion.                       Level:    All
maintains flexibility to meet various learning      This workshop is being offered in conjunction             Theme: eLearning
objectives. Participants will learn techniques      with the Canadian Association for Medical                 Shirley Lee, Abbas Ghavam-Rassoul, Helen P Batty
of the physical exam helpful in training SPs        Education.                                                (Department of Family and Community Medicine,
to simulate abnormal physical findings as                                                                     University of Toronto, Canada)
well as moulage techniques used to create                                                                     Portfolio use and supporting reflections
realistic abnormalities. Participants will also     PCW4: Transform your Classroom into                       of learners is a challenging undertaking in
gain knowledge and practice of applying             Active Learning: Team-based Learning from
                                                    A-Z                                                       health practitioner education. We will use
these techniques to modify the learning                                                                       large and small group methods to facilitate
objectives of sample cases.                         Half-day: 0915-1215 hrs
                                                    Level:    Introductory                                    discussion and share our experience of the
                                                    Theme: Teaching & Learning                                use of portfolios in our interprofessional
PCW2: A Practical Introduction to                   Dean Parmelee (Wright State University Boonshoft          faculty development program. Participants
Interviewing for Qualitative research               School of Medicine, USA); Ruth Levine (The University     will leave the session with an understanding
in Medical Education                                of Texas Medical Branch, USA); Nadia Al-Wardy             of the strengths and weaknesses of different
                                                    (Sultan Qaboos University, Oman)                          electronic platforms, the utility of reflection
Half-day: 0915-1215 hrs
Level:    Introductory                              Team-Based Learning (TBL) is a small group                support meetings and the use of guidelines
Theme: Research & Scholarship                       instructional strategy ideal for health science           for assessment of portfolios.
Alice McGarvey, Aisling Lavelle (Royal College of   education. Learners to prepare for class,
Surgeons in Ireland)
                                                    work collaboratively in-class, and make
This workshop is aimed at the novice                quality decisions on questions derived from
qualitative researcher and focuses on the           authentic clinical problems. There is a critical
art of interviewing as a qualitative research       sequence of steps for a TBL module that
tool. At the end of this very interactive           must be carefully planned by the instructor.
workshop participants should be able to:            This workshop will provide participants with
(1) Describe what is involved in conducting         the experience of being a learner in a TBL
an interview; (2) Design an interview theme         module plus a set of activities to help them
sheet; (3) Conduct a semi-structured,               create one for their own unit of instruction.                                                                                                                                                     
pre-conference workshops
PCW7: Social accountability of medical                fewer resources. Beginners in sequential              Participants will be introduced to the
schools: A new mark of excellence for                 testing are invited to learn about the basic          notion of different paradigms and how
development and accreditation                         concept of sequential testing; educators              they influence research question and
Half-day: 0915-1215 hrs                               experienced in sequential testing are invited         design of research in medical education.
Level:    All                                         to share their experiences.                           Participants will get hands-on experience
Theme: Curriculum                                                                                           of the differences between the paradigms
Charles Boelen (France); Trevor Gibbs (UK) and                                                              by working in groups on creating a research
colleagues                                            PCW10: ‘Excellent’ student performance                study based on a case. In doing so, the
                                                      in undergraduate medical education: can
There is a rapidly growing interest worldwide         we describe it, should we record it and how           differences between the paradigms will
to promote social accountability of medical           can we set the standard?                              become more apparent.
schools and to revisit standards that would           Half-day: 0915-1215 hrs
qualify strategies of a medical school                Level:    Intermediate                                PCW13: The Small group Experience:
to prepare the medical workforce that                 Theme: Assessment
                                                                                                            Strategies to improve your performance as
societies need in the future. The workshop            J N Hudson (University of Wollongong, Graduate        facilitator
will examine (1) what is social accountability,       School of Medicine, Wollongong, Australia);
                                                      M Tweed (University of Otago, Medical Education       Half-day: 1345-1645 hrs
(2) why it should be considered as a mark             Unit, Wellington, New Zealand); TJ Wilkinson          Level:    Introductory/Intermediate
of excellence, (3) what are the implied               (University of Otago, Medical Education Unit,         Theme: Teaching & Learning
changes for an academic institution, (4)              Christchurch, New Zealand); JA Bushnell (University   Carol F Capello (Weill Cornell Medical College, New
what standards should be considered for               of Wollongong, Graduate School of Medicine,           York); Joseph F Murray III (Weill Cornell Medical
                                                      Wollongong, Australia)                                College, New York); Elza Mylona (Stony Brook School
the evaluation and accreditation of a socially                                                              of Medicine, Stony Brook, New York); Norma S
accountable medical school, and (5) what              Many undergraduate medical courses                    Saks (Robert Wood Johnson Medical School, New
strategies should be employed to facilitate           make categorisation decisions other than              Brunswick, USA)
implementation of social accountability               Pass-Fail. The category of ‘excellence’ is
                                                                                                            This highly interactive and reflective
principles at local, national and international       awarded for achievement beyond that
                                                                                                            workshop will use a video simulation and
levels.                                               required for passing, but few have reported
                                                                                                            participants’ own experiences to discuss
                                                      use of criterion-referenced methods to set            practical approaches to managing various
                                                      standards for this. Workshop participants
PCW8: From 4000 outcomes to one                                                                             types of small groups in the medical education
                                                      will 1) explore the concept of ‘excellence’
coherent, interactive map: the alignment of                                                                 curriculum. Educators will gain confidence
                                                      in competency-based assessment; 2)
purpose, design, educational management                                                                     in dealing with stresses particular to this
                                                      participate in standard setting process to
and technology                                                                                              teaching modality after learning strategies
                                                      generate ‘pass-fail’ and ‘pass-excellent’ cut-
Half-day: 0915-1215 hrs                                                                                     for assessing group dynamics, addressing
                                                      points; 3) consider the benefits and potential
Level:    Introductory/Intermediate                                                                         problematic behaviors, anticipating a group’s
Theme: Curriculum                                     issues related to defining excellence, setting        stages of development to help the group
Fred Pender (Centre for Medical Education); Matthew   standards and assessment formats.                     perform effectively, and giving formative
Hammond (Learning Technology Section); Helen                                                                feedback on longitudinal assessment.
Cameron (Centre for Medical Education); Michael
Begg (Learning Technology Section, College of         PCW11: debriefing for Simulation-based
                                                      Learning with Standardized Patients
Medicine and Veterinary Medicine, University of
                                                      Half-day: 1345-1645 hrs
                                                                                                            PCW14: Hands-on Virtual Patient case
Edinburgh, UK)                                                                                              design, development and integration into
                                                      Level:    Introductory
This interactive workshop aligns learning and         Theme: Simulation                                     the curriculum
teaching theories to the individual contexts          Cathy Smith (University of Toronto, Canada);          Half-day: 1345-1645 hrs
and requirements of structured, dynamic               Beth Harwood (Dartmouth Medical School, USA)          Level:    Introductory/Intermediate
curriculum outcome maps. It explores                                                                        Theme: eLearning
                                                      The experiential nature of learning                   James B McGee (University of Pittsburgh School of
approaches to surfacing exactly what kind of          employing standardized or simulated                   Medicine); Nancy Posel (McGill University School of
data a map should hold and considers the              patients involves a complex interaction of            Medicine); David M Fleiszer (McGill University School
perceived and actual advantages of aligning           theory, practice, reflection, analysis and an         of Medicine); Rosalyn P Scott (Boonshoft School of
technology to the development of coherent,            opportunity to practice again. Debriefing is          Medicine, Wright State University), USA
structured outcome datasets. Change                   identified as an essential component of this          Educators will learn the “art” and “science”
management and communication issues                   process, providing a structured time for the          behind effective virtual patients (VP).
are among the other issues addressed. The             facilitation of reflection and analysis for all       Through critical discussion and small group
workshop will comprise plenary sessions,              involved. In this workshop, participants will         activities, the facilitators will explore the
small group work and case studies.                    explore the basics of debriefing standardized         authoring process (templates, storyboarding,
                                                      patients involved in simulation activities and        guidelines, software) relevant research,
PCW9: Sequential testing – practical                  acquire strategies and tools that they can            underlying pedagogical theory and design,
application                                           apply in their context.                               curricular integration and evaluation
Half-day: 0915-1215 hrs                                                                                     – essential to knowing how and when to
Level:    All                                                                                               develop and use VPs. Participants will author
Theme: Assessment                                     PCW12: Identifying and applying                       a VP case, generate a learning summary and
                                                      theoretical paradigms to educational                  plan next steps. Included are course notes,
Michaela Wagner-Menghin, Michael Schmidts             research
(Medical University Vienna, Austria)                                                                        guidelines, templates and assessment tools.
                                                      Half-day: 1345-1645 hrs
Allocating resources for practical assessment         Level:    Intermediate
is challenging for educational experts in             Theme: Research & Scholarship
charge of assessment. In sequential testing           Klara Bolander Laksov (Karolinska Institutet,
only borderline students take a full length           Stockholm, Sweden); Klas Karlgren (Karolinska
                                                      Institutet, Stockholm, Sweden); Mathieu Albert
practical exam, thus this approach might help         (Wilson Centre, Toronto, Canada)
you in setting up practical assessment with

                                                                                   pre-conference workshops
PCW15: Outcome-based course design:                      including equating/scoring processes for              Sunday 26 August
Linking learning outcomes to Entrustable                 rating scales, comprehensive quality control
Professional Activities                                  measures, reliability/validity evidence, and
                                                         standard setting.
                                                                                                               PCW20: Workplace-based Assessment of
Half-day: 1345-1645 hrs                                                                                        Teachers
Level: Introductory                                                                                            Half-day: 0915-1215 hrs
Theme: Curriculum                                        PCW18: The AbCs of Item response                      Level:    Introductory
Dujeepa Samarasekera, Matthew C E Gwee,                  Theory (IrT)                                          Theme: The Teacher
Tan Chay-Hoon, Dennise Goh (National University of                                                             John Norcini (FAIMER, USA); Ara Tekian
                                                         Half-day: 1345-1645 hrs
                                                         Level:    Introductory                                (University of Illinois at Chicago, USA)
Curriculum development should now focus                  Theme: Assessment                                     The quality of health professions education
on structured workplace activities using                 André F De Champlain (National Board of Osteopathic   is an issue of ongoing concern in many
                                                         Medical Examiners, USA)                               countries and central to it are the teaching
the concept of entrustable professional
activities (EPAs) which translates                       IRT models are useful for a host of assessment        skills of faculty. Methods for assessing and
performance into professional tasks which                related activities, including the assembly of         improving such skills are in their infancy, but
can be safely entrusted to a learner who has             test forms and the evaluation of the overall          many of those in use are the same as, or
achieved the required level of competence                quality of test items and cases. The goal of          variations on, workplace-based assessments
for the tasks. This workshop will illustrate             this workshop is to provide participants with         that are used with students, trainees, and
how learning outcomes can be linked to                   an overview of common IRT models and                  practicing doctors. This workshop will
EPAs in an outcome-based curriculum.                     related concepts that can be used with both           survey these methods and discuss a variety
                                                         multiple-choice exams and performance                 of issues in their deployment.
                                                         assessments. Common applications of IRT
PCW16: 21st Century Curriculum                           in medical education will be highlighted
                                                                                                               PCW21: How to design and facilitate focus
Planning: Fostering Expertise Through                    via numerous practical examples. Though               groups for medical educational program
Experiential Learning and Feedback                       this workshop assumes no prior knowledge              development, evaluation and research
Half-day: 1345-1645 hrs                                  of IRT, participants should possess some              Half-day: 0915-1215 hrs
Level: All                                               familiarity of classical test theory and basic        Level:    Intermediate
Theme: Curriculum                                        statistics.                                           Theme: Research & Scholarship
Sharon K Krackov (New York); Henry Pohl (Albany                                                                Lee Manchul, Jane Tipping (University of Toronto,
Medical College); Sally Santen (University of Michigan                                                         Canada)
School of Medicine); John H Shatzer (Vanderbilt          PCW19: Observational skills, pattern
                                                         recognition, critical reasoning and                   Focus groups are well-recognized as an
University School of Medicine), USA
                                                         contextual learning at the art museum                 effective strategy for collecting qualitative
At the end of this workshop, participants                Half-day: 1345-1715 hrs                               data in a variety of educational settings. They
will be able to plan an integrated,                      Level:    All                                         are invaluable in providing educators with
experiential curriculum by: Developing                   Theme: Art & Science                                  insights as to the thinking and motivation of
competency-based outcome objectives                      Cristian Stefan (Medical College of Georgia, USA);
                                                                                                               potential learners. They answer questions
that provide opportunities to learn through              Neil M Borden Medical College of Georgia, USA);       that surveys cannot address such as: “Why
experience; Participating in a curricular                James A Welu (Worcester Art Museum, USA); Matti       do people think the way they do?” “What
mapping overview that demonstrates                       Nikkola (Karolinska Institute, Sweden)                attracts people to some events and not
linkages among objectives, content,                      Visual arts and medicine have much in                 others?” “What are we doing that is or is not
teaching methods, formative feedback, and                common. The artist, viewer and scientist/             effective?” This highly interactive, iterative
assessment; Practicing the use of formative              physician critically observe situations to            practical workshop is designed to assist
feedback to help learners build knowledge                create a product, whether it is a work of             participants in developing the fundamental
and skills; Designing a comprehensive                    art, interpretation or differential diagnosis.        skills necessary for designing and conducting
formative and summative assessment                       Developing the ability to filter information          effective focus groups for educational
system that supports incremental learning                and reason deductively facilitates the                program design, evaluation and research.
                                                         transfer of knowledge among contexts
                                                         and the identification of patterns from               PCW22: defining the Skills of Lifelong
PCW17: Measurement of Clinical Skills:                   the information overload. The workshop                Learning: A Competency-based approach
Advanced Topics                                          intends to help the participants see beneath          Half-day: 0915-1215 hrs
Half-day: 1345-1645 hrs                                  the surface by combining their emotional,             Level:    Beginner-Advanced
Level: Advanced                                          reflective and analytical capabilities.               Theme: CPD
Theme: Assessment                                                                                              Ivan Silver (University of Toronto, Canada); Craig
                                                         Note: This workshop starts at Lyon Conference         Campbell (Royal College of Physicians and Surgeons
Kimberly A Swygert (National Board of Medical
Examiners, USA); Ann Jobe (Clinical Skills Evaluation
                                                         Centre and continues at Lyon Museum of Fine           of Canada); Tanya Horsley (Royal College of
Collaboration, USA)                                      Arts. Transport is provided from the Conference       Physicians and Surgeons of Canada)
                                                         Centre to the Museum. Interested participants         The workshop will examine a new curriculum
Assessment of clinical skills is a crucial part          may like to continue discussions over dinner (at
of undergraduate medical education, and                                                                        developed by the Royal College of Physicians
                                                         extra cost) following the workshop. To indicate       and Surgeons of Canada that describes the
the use of clinical skills examinations is               interest in joining the dinner please contact         lifelong learning competencies required
now widespread. There is a great deal of                 Cristian Stefan (              to develop and implement a continuing
literature summarizing the psychometric                                                                        professional development plan relevant to
properties of these examinations, and a                                                                        professional practice. Using short interactive
thorough understanding of these properties                                                                     didactic presentations and several exercises,
is essential. This workshop will provide                                                                       participants will be explore the life-long
an overview of the advanced quantitative                                                                       learning curriculum, apply it to their personal
measures for clinical skills assessments,                                                                      continuing professional development                                                                                                                                                       
pre-conference workshops
strategies and explore how it is applicable          veterinary examples, and visions for their               care outcomes. This workshop is designed
to their teaching, education and research            role in veterinary medicine discussed.                   to help participants understand how they
roles.                                               Participants will gain firsthand experience              can convert regularly used learner-based
                                                     and as a result will be able to make informed            assessment products (e.g., grades, tests,
PCW23: Improving presentations:                      decisions about their use, potential value (or           and evaluations) into curricular outcomes.
Say-it-better & Show-it-better                       not) and contributions to lifelong learning.             We will briefly discuss some theoretical
Half-day: 0915-1215 hrs                                                                                       frameworks that can inform program
                                                                                                              evaluation and then discuss a model that
Level:    Intermediate and Advanced                  PCW26: use of Tablets in medical                         uses both quantifiable and qualitative
Theme: Teaching & Learning                           education and Clinical Practice
EM Wooster, AD Dueck, DL Wooster (University of      Half-day: 0915-1215 hrs
                                                                                                              information collected from “Before”,
Toronto, Canada)                                     Level:    Introductory                                   “During”, and “After” an educational
Electronic presentations (eg PowerPoint®)            Theme: eLearning                                         program, from a variety of sources.
are an important component of scientific             Alireza Jalali, Jean-François Marquis, Jean Roy,
communication. Audits of short and long              Jean-François Dion, Jean Ray Arseneau (Faculty of        PCW29: Assessing student competence
presentations at a variety of levels by              Medicine, University of Ottawa, Canada)                  with the Mini-CEX – what’s in it for me?
professional presenters, educators and               Technology has dominated the education                   Half-day: 0915-1215 hrs
trainees show poor skills in preparation of          of our medical students. The influence                   Level:    Introductory
‘slides’. This workshop will identify common         of technology has been such that Ottawa                  Theme: Assessment
shortcomings in preparation of ‘slides’ and          Hospital (Canada) has recently purchased                 Iris Lindemann, Donald Bramwell, Julie Ash, Helena
strategies for improvement. Strategies for           3000 iPads and distributed them to their                 Ward, Lambert Schuwirth (School of Medicine,
                                                                                                              Flinders University, Adelaide, Australia)
text and image optimization and methods              residents and physicians for their use during
to instruct trainees and facilitate faculty          patient care. The purpose of this workshop               This workshop will cover the role of the Mini-
development and peer-to-peer promotion               is to discuss our experience with tablets and            CEX in formative assessment and summative
will be developed.                                   to introduce the attendees to their use in               decisions. Interactive exercises will allow
                                                     medical education and clinical practice.                 participants to learn about the scoring and
                                                                                                              feedback components of the Mini-CEX. The
PCW24: Effective Faculty Leadership                                                                           organisational issues involved in developing
in Organizational Change                             PCW27: An introduction to                                and sustaining the MiniCEX will also be
Half-day: 0915-1215 hrs                              Competency-based Outcomes Education                      explored.
Level:    Intermediate                               Half-day: 0915-1215 hrs
Theme: Management                                    Level:    Introductory/Intermediate
Elza Mylona (Stony Brook University School of        Theme: Curriculum                                        PCW30: Pass-fail decisions – how do we
Medicine, USA); Larry Gruppen (University of                                                                  make them fairly?
Michigan Medical School, USA); Aviad Haramati        Jason R Frank (Royal College of Physicians and
(Georgetown University School of Medicine, USA)      Surgeons of Canada, University of Ottawa, Canada);       Half-day: 0915-1215 hrs
                                                     Linda S Snell (Royal College of Physicians and           Level:    All
The practice of leadership, like the practice        Surgeons of Canada, McGill University, Canada);          Theme: Assessment
of medicine, demands attention into two              Peter Harris (University of New South Wales,             Dwight D Harley (University of Alberta, Faculty of
core processes: diagnosis and action, which          Australia); Eric Holmboe (American Board of Internal     Medicine & Dentistry, Edmonton, Canada), Margaret
                                                     Medicine, Philadelphia, USA)                             J Dennett (Vancouver Community College, Vancouver,
have an effect on both the institutions
and the individuals. Becoming an effective           Competency-based          outcomes-oriented              Canada), Ronald Damant (University of Alberta,
                                                                                                              Faculty of Medicine & Dentistry, Edmonton, Canada)
change agent requires an awareness of                education (CBME) has emerged as a
one’s own strengths and shortcomings, an             worldwide movement for designing 21st                    Setting a defensible standard for academic
understanding of the institutional culture           century programs for the health professions.             success is a critical and challenging
(its history, structures of relationships            However, many educators are still exploring              component of the assessment process.
and expectations) and an appreciation of             these new developments, and are unsure                   Difficulties arise in understanding, selecting
the change process and its complexity.               where to start. This session will introduce              and applying standard setting procedures
This is a hands-on session that offers a             participants to the key concepts and planning            as well as, explaining the process to the
framework and valuable insights from                 process for a CBME program. This session is a            academic staff, convincing them of the value
research and practice aimed to enhance the           “must-do” for all those contemplating using              of the process and enticing the adoption of
participant’s understanding of leadership            competencies as an organizing framework                  the process. In this workshop we will discuss
and organizational change.                           for a new curriculum.                                    these problems and possible solutions.
                                                                                                              Three common methods of standard setting
                                                                                                              will be addressed using realistic examples.
PCW25: Veterinary Education World-                   PCW28: Program Evaluation – Learning
wide (ViEW) Workshop 2012: Veterinary                to determine whether your educational
collaboration in the age of Web2.0                   course, clerkship, or residency training                 PCW31: using theory in medical education
Full-day: 0915-1645 hrs                              program is “successful”                                  research
Level:    All                                        Half-day: 0915-1215 hrs                                  Half-day: 1345-1645 hrs
Theme: eLearning                                     Level:    Introductory/Intermediate                      Level:    Introductory
Jan Ehlers (University of Veterinary Medicine        Theme: Curriculum                                        Theme: The Teacher
Hannover, Germany); Nick Short, Chris Trace, Sarah   Paul A Hemmer, Louis Pangaro, Steven Durning             Judith Wagter, Renée Stalmeijer, Simon Kitto
Baillie (The Royal Veterinary College London, UK)    (Uniformed Services University of the Health Sciences,   (Maastricht University, Netherlands)
Web2.0 tools such as wikis and blogs have            Bethesda, USA)                                           This workshop will introduce participants to
changed the typical internet user from               Evaluating an educational program is a core              sociological, educational psychological and
consumer to producer, which has major                responsibility for any course, clerkship,                socio-cultural theories relevant to medical
implications for veterinary practice and             or residency director. Accreditation                     education research and demonstrate how
education. During the workshop, Web2.0               organizations are calling for programs to                they can be used in designing research. The
tools will be presented, including some              link educational processes with patient                  group work will focus on the analysis and

                                                                                  pre-conference workshops
discussion of diverse examples of theory               PCW34: Teaching Preclinical subjects:               pedagogic strategies that will engage their
applied to medical education research. The             Cadaveric dissection, Simulation, Virtual           students, and help them practice the skills
workshop is aimed at participants who are              reality, Mixed reality, Avatar (which one or        required to build personal learning networks.
planning to do research in the field of medical        in combination – from medical students to           These skills will help them develop into
education, but have little or no experience            residency training and surgical planning)           lifelong collaborative learners in this hyper-
with conducting research in the field. This            Half-day: 1345-1645 hrs                             connected world.
workshop is especially recommended to                  Level:    Intermediate
RESME Course participants.                             Theme: Teaching & Learning
                                                       P Gopalakrishnakone (National University of         PCW37: Curriculum as conversation:
                                                       Singapore); W Pawlina (Mayo Clinic College of       Engaging and modifying the hidden
PCW32: ‘Writing up’: 3 Principles for                  Medicine, USA); Cristian Stefan (Georgia Health     curriculum
Successful research Papers                             Sciences University, USA); Erle Lim (National       Half-day: 1345-1645 hrs
                                                       University of Singapore); Ancuta Stefan (Georgia    Level:    All
Half-day: 1345-1645 hrs                                Health Sciences University, USA)
Level:    Intermediate                                                                                     Theme: Curriculum
Theme: Research & Scholarship                          This pre-conference workshop will                   Susan Lieff (University of Toronto, Canada); Frederic
Lorelei Lingard (Schulich School of Medicine &         engage the participants in the process of           W Hafferty (Mayo Clinic, USA)
Dentistry, University of Western Ontario, Canada)      exploring how diverse forms of instruction          The hidden curriculum (HC) involves many
‘Writing up’ paralyzes many of us. Everyone            could be used most effectively alone or             influences beyond the formal curriculum
has in a desk drawer an incomplete draft of            in various combinations to enhance the              that contribute to learner knowledge,
a research paper or a rejected manuscript              education starting with the preclinical             practices, identity, and attitudes. Through a
submission. This interactive workshop for              years and continuing in the next phases             series of exercises, participants will expose
intermediate writers takes a rhetorical                of the curriculum. Practical points and             the various properties of the HC and then
approach to the ‘writing up’ of research,              creative angles will be used to discuss the         explore how to design curricula with the
treating it as a persuasive and strategic art,         resources required to match specific goals          HC in mind. In particular, participants will
and providing new metaphors and tips to                and objectives with the aim to optimize             identify the other-than-formal aspects of
improve your writing process. The workshop             the quality of a program. Participants will         student learning, differentiate between
leader has extensive experience teaching               explore strategies that respond to their            positive and negative HC, and identify
scholarly writing and is well-published in             needs and could be applied at their home            potential initiatives and opportunities for
medical education journals.                            institution using multimedia and Information        discussing and engaging with the HC.
                                                       Technology tools.
PCW33: ”I Had a dream”: Our CPd Office                                                                     PCW38: Exercising Empathy: art and
was the cornerstone for value creation in              PCW35: developing Common                            health together
the healthcare system                                  International Standards using an                    Half-day: 1345-1645 hrs
Half-day: 1345-1645 hrs                                Assessment Programme                                Level:    Introductory
Level:    Intermediate                                 Half-day: 1345-1645 hrs                             Theme: Curriculum
Theme: CPD                                             Level:    Introductory/Intermediate                 Carlos Eduardo Garcia, Cristiana Brasil, Denise Herdy
Robert L Thivierge (University of Montreal, Canada);   Theme: Management                                   Afonso, Felipe Fortes, Flávia Reis, Lia Silveira, Paulo
Réjean Laprise (Fédération des médecins spécialistes   John Howard (MRCGP INT, UK), Lesley Southgate (St   Marcondes Carvalho Jr. (Brazil)
du Québec, Canada); Céline Monette (Médecins           George’s Medical School, UK); Valerie Wass (Keele
francophones de Canada)                                                                                    “Roda Gigante” is a group of Art Professionals
                                                       Medical School, UK); Adrian Freeman (Peninsula      which works with the clowning art. The
This highly interactive workshop is aimed              Medical School, UK)
                                                                                                           workshop aims to share with the participants
at academic leaders who want to increase               Medical education operates in an                    the backstage of the clown’s work, the art of
the CPD office’s value for both its own                international environment. We have                  relating with people. At the workshop, the
institution and own society. Following this            increasing responsibility to our patients and       participants are going to plunge into the
activity, participants will be able to visualize       students to harmonise standards of medical          practices that underlie the art of the clown
how they can change the focus of their own             care across the globe. At the same time we          to experience in a sensory way the act of
CPD Office from making profit to enhancing             must always be aware of appropriate cultural        looking, listening, being available to affect
healthcare system outcomes, and be more                and contextual sensitivity. The workshop            and to be affected, and thereby improving
strategic and efficient in helping healthcare          will use the experience of the MRCGP                empathy.
professionals maintain and improve their               International programme to let participants
competencies and performance.                          explore how they might develop common
Note: This workshop will also be given in French       standards in their own field.                       PCW39: Publishing the results of Scholarly
                                                                                                           Work in Medical Education:
on Saturday afternoon at La Doua Campus,                                                                   The art of writing and getting published
Université de Lyon
                                                       PCW36: Practicing what we preach:                   Half-day: 1345-1645 hrs
                                                       Lifelong learning tools for medical                 Level:    Introductory
                                                       educators                                           Theme: Research & Scholarship
                                                       Half-day: 1345-1645 hrs                             Steven L Kanter (Academic Medicine), Christopher
                                                       Level:    Intermediate/Advanced                     S Candler (MedEdPORTAL) , Anne L Farmakidis
                                                       Theme: eLearning                                    (Academic Medicine), Jennifer Campi (Academic
                                                                                                           Medicine), USA
                                                       Neil Mehta (Cleveland Clinic Lerner College of
                                                       Medicine, USA); Anne Marie Cunningham (Cardiff      This beginner-level, interactive workshop
                                                       University, UK); Natalie Lafferty (University of    is intended for trainees and faculty looking
                                                       Dundee, UK)                                         for best practices on how to write and
                                                       A highly interactive and hands-on workshop          successfully publish their work in scholarly
                                                       to experience social media tools. Using             journals. Workshop leaders will discuss the
                                                       hypothetical and real examples, participants        essential components of scholarly articles
                                                       explore how to incorporate these tools into         and will present common reasons that often                                                                                                                                                    
pre-conference workshops
lead to rejected submissions. Additional              PCW41: developing High-quality Single-            PCW 42: basics in CME/CPd
topics that will be discussed include working         best-Answer MCQs to Assess Application of         Half-day: 1345-1645 hrs
with co-authors and determining author                Knowledge using Patient Vignettes                 Level:    Introductory
order, revising articles, interacting with            Half-day: 1345-1645 hrs                           Theme: Assessment
editors, adhering to ethical guidelines, and          Level:    Introductory                            Jann T. Balmer (University of Virginia School of
understanding peer review.                            Theme: Assessment                                 Medicine, USA); Mary Ales (Interstate Postgraduate
                                                      Kathy Holtzman, Dave Swanson (National Board of   Medical Association, Madison, Wisconsin, USA);
                                                      Medical Examiners, Philadelphia, PA, USA)         Maureen Doyle-Scharff (Medical Education Group,
PCW40: Measurement and Improvement                                                                      Pfizer, Inc. New York, USA)
of the OSCE: recognition and remediation              Writing good tests for undergraduate
                                                                                                        Continuing medical education is undergoing
of station level problems                             and postgraduate medical education is a
                                                                                                        transitions on many levels that put it within
Half-day: 1345-1645 hrs                               challenging task. Multiple-choice questions
                                                                                                        the context of continuing professional
Level:    Intermediate                                (MCQs) often contain technical flaws that
                                                                                                        development (CPD) which incorporates
Theme: Assessment                                     provide advantages to “test-wise” examinees,
                                                                                                        lifelong learning with the application of
Richard Fuller, Godfrey Pell, Matthew Homer (School   and they sometimes focus on content that is
                                                                                                        new knowledge, skills and abilities into
of Medicine, University of Leeds, UK)                 relatively unimportant from clinical and life-
                                                                                                        competencies that can be measured in
This interactive workshop overviews                   long perspectives. This workshop focuses
                                                                                                        practice. CME/CPD education professionals
common OSCE standard setting techniques,              on writing high-quality MCQs using patient
                                                                                                        also need to develop new competencies
with special reference to the borderline              vignettes that go beyond testing recall of
                                                                                                        that facilitate the translation of new science,
methods, and discusses the use and                    isolated facts to assess application of basic
                                                                                                        knowledge and skills for their learners.
interpretation of a variety of psychometric           science and clinical knowledge in decision
indicators. A range of ‘diagnostic’ exercises         making.
will then allow participants to gain
confidence in interpreting station level
metrics and remediation of station level
problems, ranging across checklist/station
design issues and the impact of aberrant
assessor behaviour, proposing solutions,
and carrying out subsequent monitoring.

     Orientation Session                              Opening Ceremony/reception
     1700-1800 hrs, Centre de Congrès                 1930-2200 hrs, Lyon Conference Centre

     AMEE Orientation Session – for                   Entertainment, food & wine, and the
     participants who are attending the               chance to renew acquaintances on the
     AMEE Conference for the first time.              eve of the conference. Takes place at
     Simultaneous sessions in English and             Lyon Conference Centre (included in
                                                      registration fee – guest tickets available at
     French (included in the registration
                                                      Euros 55).
     Une session d’orientation sera donnée
     en français le dimanche 26 août de 17
     à 18 heures, pour aider les participants
     francophones à obtenir le meilleur profit
     du congrès de l’AMEE. Cette session est
     incluse dans les droits d’inscription.

ateliers pré-congrès en français (sifem, en partenariat
avec la cidmef, unf3s, le forum de pédagogie du québec,
le crmcc, et la conférence des doyens de france)
Le détail des présentations des ateliers              La simulation médicale pour la détection et           SM3: Partenariat international bilatéral
sera disponible sur le site de la SIFEM               la correction des erreurs : cognition et travail      en éducation médicale : défis, enjeux et                                        d’équipe                                              leçons. Ou comment aller au-delà des vœux
                                                      «Parle-moi de toi» ou «Montre-moi ce                  pieux
Les ateliers sont d’une durée de 2 h 30                                                                     P Grand’Maison, M Morin, J Teijeira, A Plante
                                                      que tu peux faire»? Simulation et sélection
à 3 heures par demi-journée. Ils seront                                                                     (Sherbrooke), E Henderson, J Vignolo (Montevideo)
                                                      initiale des étudiants
organisés à l’université «La Doua» (à 10                                                                    Objectifs : Mieux comprendre les défis et les
minutes à pied du centre du congrès).                 Effet du stress lors de l’apprentissage par
                                                                                                            enjeux d’une collaboration internationale en
                                                                                                            éducation médicale.
                                                                                                            Adopter une approche réflexive pour
Samedi 25 Août                                        S3: Ateliers 1 et 2 sur la simulation                 optimiser leurs interventions
                                                      JV Patenaude, B Deligne et coll. Montréal
                                                                                                            Créer des liens avec les autres participants
Ateliers d’une journée entière                        Thèmes abordés: Développer et construire              et peut-être identifier des partenariats
0915-1615 hrs                                         un centre de simulation; Développer un                possibles.
                                                      curriculum intégrant la simulation; Ateliers
S1: Atelier conçu et développé par et pour            d’une demi-journée
les étudiants                                                                                               SM4: Quelles compétences pour assumer
                                                                                                            un leadership efficace en santé ?
See for detailed programme
                                                                                                            JF Denef (Louvain)
Voici la toute première Student Conference            Samedi matin
Day de l’AMEE ! Ici les enseignants sont              0915-1215 hrs                                         Objectifs: S’initier à des méthodes de gestion
des étudiants ou jeunes médecins ayant                                                                      de soi-même, de son équipe de direction ou
eu une implication associative majeure                SM1: démarche de diagnostic pédagogique               d’une faculté ou d’un service.
pendant leur cursus vis à vis du domaine              des difficultés de raisonnement clinique
de la pédagogie médicale. Et ils sont là pour         L Laurin, MC Audétat, M Nendaz, B Charlin (Montréal
vous faire partager le temps d’une session            et Genève)                                            Samedi après-midi
leurs expériences et connaissances, afin de           Contenu: Les processus de raisonnement                1315-1615 hrs
vous permettre, quel que soit votre niveau,           clinique,     démarche   de     diagnostic
d’augmenter votre implication et de créer             pédagogique fondée sur un parallèle avec              SP1: difficultés du raisonnement clinique,
le changement dans votre environnement                la démarche clinique. Manifestations des              comment mettre en œuvre des stratégies
éducatif. 2 sessions auront lieu en parralèles;       difficultés de raison-nement clinique des             de remédiation ciblée ?
l’une en Français, l’autre en Anglais. La             apprenants en contexte clinique, à leur               MC Audétat, S Laurin, MR Nendaz, B Charlin
                                                                                                            (Montréal et Genève)
dernière session est une session conjointe            traduction en diagnostic pédagogique et
de discussions et de partage. A bientôt !             stratégies de supervision adaptées aux                Contenu: Présentation de 5 difficultés ainsi
                                                      difficultés identifiées.                              que les stratégies de remédiation qui leur
During this new Student Conference Day,                                                                     correspondent. Les participants utiliseront
very experienced students and young                                                                         le Guide d’aide au diagnostic pédagogique
doctors involved in Medical Education during          SM2: Apprentissage précoce des
                                                      compétences relationnelles et du                      et aux stratégies de remédiation et
their whole curriculum will be here to share                                                                appliqueront la démarche pédagogique à
their knowledge and experiences with you.             raisonnement clinique en entrevue chez les
                                                      étudiants novices                                     quelques exemples concrets.
During one day, benefit from young actors of
                                                      B. Martineau, G. Girard (Sherbrooke)
the Med Ed World and improve your abilities
to make a change around yourself in Medical           Objectifs: Prendre connaissance des                   SP2: un programme de formation
Education! Parallel sessions are going to be          dernières évidences pour l’apprentissage              sous la forme d’un parcours de
held in English and in French on different            de procédures en entrevue, S’initier                  professionnalisation. de quoi s’agit-il ?
topics, both groups meeting during the last           à l’utilisation de la démonstration, du               C Trochet, L Saintonge, É Ellefsen, MJ Godin,
                                                      questionnaire collectif et de la pratique             S Matthieu, C Dumont (Sherbrooke)
session for a talking and sharing time. See
you soon!                                             en trio comme outils pédagogiques pour                Objectifs: Expérimenter une ou quelques
                                                      faciliter l’apprentissage des compétences             étapes clé de développement d’un parcours
                                                      relationnelles et du raisonnement clinique            de professionnalisation.
S2: une taxonomie et un modèle
conceptuel de la simulation                           en entrevue.                                          Découvrir des perspectives professionnelles
G Chiniara et coll. Coordinateur au nom du forum de                                                         différentes de formation face à une même
pédagogie du Québec Thèmes abordés                                                                          situation clinique
La combinaison de l’APP, de la schématisation                                                               Entrevoir les enjeux et les défis de cette
et de la simulation favorise l’engagement                                                                   approche centrée sur le savoir agir avec
des étudiants face à leur apprentissage.                                                                    compétence.                                                                                                                                                    
ateliers pré-congrès en français
SP3: Éthique de la formation: explicitation             dM2: démarche de responsabilité sociale:               dimanche après-midi
de l’engagement de la Charte de l’Éthique               enjeux et opportunités                                 1315-1615 hrs
des Facultés des Sciences de la santé                   (Groupes de travail prioritaire SIFEM « Santé et
(CEFSS)                                                 société », CIDMEF et THEnet). Coordination J Ladner    dP1: Méthodes de recherche en
L Brazeau-Lamontagne, J Barrier, S Essoussi, T Nawar)   Objectif: Examiner l’applicabilité et la               pédagogique médicale
                                                        mise en œuvre d’une démarche qualité                   (Groupe de travail de la SIFEM) Coordination T
Objectif: Explorer les actions qu’une Faculté           des institutions de formation, inspirée                Pelacia )
pourrait entreprendre concrètement de                   des principes de RS, tels que définis par le           Objectif: Approfondir sa connaissance
manière à promouvoir et à appliquer la CEFSS            Consensus Mondial sur la RS des institutions           du champ de la recherche en éducation
dans sa vie institutionnelle quotidienne.               de formation.                                          médicale et de la démarche méthodolo-
SP4: “J’ai fait un rêve”: Notre bureau                  dM3: Quel plan d’action pour un 3e
de formation continue jouait un rôle                    cycle dans les pays en développement?                  dP2: Concevoir un master en pédagogie
stratégique dans la création de valeur pour             Possibilités de partenariats et de                     médicale en Afrique de l’Ouest
le système de santé                                     réseautage
Réjean Laprise (Fédération des médecins spécialistes                                                           K Koumare (Mali) et Faimer Intitute
                                                        J Barrier (CIDMEF), L Brazeau-Lamontagne,
du Québec, Canada); Robert L Thivierge (Université      M Touré (OOAS); M Sosso (Cameroun); Tewfik Nawar       Objectif : Elaborer les objectifs et le contenu
de Montréal, Canada); Céline Monette (Médecins          (WFME)                                                 d’un master en pédagogie médicale à
francophones du Canada)
                                                        Objectif: Plan d’action pour la réalisation des        bamako, Mali.
Cet atelier s’adresse aux leaders et aux                recommandations de la CIDMEF. Promotion
gestionnaires qui désirent rehausser la                 d’ une stratégie de programme 3e cycle
«valeur» de leur bureau de formation                                                                           dP3: La pratique réflexive : un outil pour
                                                        type tronc commun de spécialité ; Diffuser             améliorer son enseignement
continue. Les participants visualiseront                les expériences de l’OOAS et du CRMCC,                 A Harvey (Sherbrooke), A Baroffio (Genève)
comment transformer une organisation axée               évaluation des programmes, stages en
sur la dispensation d’activités éducatives ou                                                                  Objectifs: Découvrir le concept de pratique
                                                        communauté pour chaque spécialité au sein
sur les profits en une organisation tournée                                                                    réflexive et ses bases théoriques
                                                        de la CIDMEF
vers l’amélioration du système de santé. Une                                                                   Expérimenter un cycle de pratique réflexive
organisation capable de créer de la valeur              Favoriser les échanges entre universités
                                                                                                               au moyen de questions-clé
en soutenant de manière plus efficace                   dans un modèle de jumelage (« Global
                                                        health partnership »)                                  Commencer à rédiger un portfolio
les professionnels de la santé dans leur                                                                       d’enseignement pour son perfectionnement
recherche de maintien et d’amélioration de              Intensifier et promouvoir auprès de ses
leur performance.                                       membres la labélisation « responsables
                                                        sociales » des formations de 3e cycle.
                                                                                                               dP4: Le debriefing en simulation. Cadre
                                                                                                               général et difficultés d’animation
                                                        dM4: Stratégie de changement : pratique
dimanche 26 Août                                        de l’analyse forces, faiblesses, opportunités,         (Groupe de travail de la SIFEM). M Jaffrelot (Brest),
                                                                                                               G Savoldelli (Genève), D Vanpee (Louvain)
Ateliers d’une journée entière                          F Dehbi, JF Denef (CIDMEF, Casablanca, Louvain)        Objectifs: Présenter et argumenter
0915-1615 hrs
                                                                                                               l’utilisation d’un cadre conceptuel pour
                                                        Objectif: Apprendre à exécuter une analyse             soutenir la mise en place et l’animation d’un
                                                        force-faiblesse (SWOT), première étape dans            débriefing.
d1: Suite de l’atelier du samedi sur la                 un plan stratégique.
simulation. Thèmes abordés:                                                                                    Identifier les principales difficultés
JV Patenaude et B Deligne et coll (Montréal)                                                                   rencontrées par les participants et les
                                                        dM5: Pourquoi et comment utiliser les                  enseignants lors des séances de débriefing
Thèmes abordés: Méthodologie et                         techniques de simulations hautes fidélités
canevas pédagogiques. S’approprier la                                                                          de simulations.
                                                        dans nos dispositifs de formation ?
communication par la participation à un                 (Groupe de travail de la SIFEM), JP Fournier (Nice),
                                                                                                               Elaborer un support d’aide à l’animation
atelier reposant sur la simulation.                     M Jaffrelot (Brest), G Savoldelli (Genève), D Vanpee   d’un débriefing de simulations, en sciences
                                                        (Louvain)                                              de la santé.
                                                        Objectifs: Faire découvrir aux participants
dimanche Matin                                          les opportunités offertes par la simulation
0915-1215 hrs                                           haute fidélité en matière de formation et
                                                        d’évaluation des compétences.
dM1: Initiation à la recherche en                       Montrer comment intégrer la simulation
pédagogie médicale
                                                        dans un dispositif de formation.
(Groupe de travail de la SIFEM) Coordination
T Pelacia )                                             Faire connaître les grands principes de
Objectif: Offrir aux participants la possibilité        chacune des étapes d’une séance de
d’initier un projet de recherche dans le                simulation : briefing- simulation proprement
domaine de l’éducation médicale, au sein de             dite- débriefing.
leur institution.

main programme
Monday 27 August                                                       Session 2
                                                              1030-1215:                                                      Session 3
                                                              – Simultaneous sessions                                – Simultaneous sessions
0830-1000:     Session 1 – Plenary                            Symposium 2A: The globalization of                     Symposium 3A: The International
                                                              medical education and its discontents                  ‘Moral Maze’ – can licensing professional
0830-0850: Introduction to the Conference                     Ming-Jung Ho (National Taiwan University College of    assessments of clinical competence be
                                                              Medicine, Taiwan); Brian Hodges (The Wilson Centre,    made fair and fit for all qualified takers,
0850-1000: Achieving the Continuum in                         University of Toronto, Canada); Tina Martimianakis     regardless of their backgrounds?
Medical Education: Who says it cannot be                      (Department of Paediatrics, University of Toronto,     Iona Heath (President of the Royal College of GPs);
done?                                                         Canada); Christophe Segouin (University Paris 7,       Kamila Hawthorne (Deputy Clinical Lead for the
Lewis R First (National Board of Medical Examiners,           Medical School, France)                                CSA); John Spicer (London Deanery); Melvin Xavier
Philadelphia, USA)                                            Medical education is rapidly taking up the             (International Medical Graduate and ‘First 5’ GP)
Despite the fact that medical training is                     language, ideas and practices of globalization.        Witnesses: Celia Roberts (Kings College London);
theoretically designed to be a continuum that                 Terms such as outsourcing, off-shoring,                Adrian Freeman (Clinical Lead for the CSA);
begins at an undergraduate level, extends                     efficiency and profit have found their way into        Kay Mohanna (West Midlands Deanery)
through graduate training and goes on to include              medical education. The result is the emergence         The Symposium will examine the data
lifelong learning, the reality can be perceived as            of practices such as selling curricula, off-shoring    surrounding the differential pass rates in
anything but continuous. In fact, much concern                medical schools, trade in health professionals         postgraduate medical examinations, using the
is raised about the fragmentation or silo-ing of              and the development of profit-oriented medical         Clinical Skills Assessment of the MRCGP as an
the various levels of training and how this may               education. In the analysis of globalization            example case. Its objective is to encourage
hamper the ability to teach physicians to deliver             outside of medicine, significant concerns              debate and raise awareness of the issues
the highest quality and most up-to-date care to               have been raised about some adverse effects            highlighted by this differential performance.
patients. In this opening plenary session, Dr                 of unfettered economic models including                The CSA consistently finds that International
First will examine the continuum of medical                   unevenly distributed benefits, failure to develop      Medical Graduates perform less well than UK
education by considering the continuum as a                   international regulatory mechanisms and the            trained graduates. The Symposium will be run
“patient”, diagnose its various maladies that are             homogenization of diversity. All of these issues       along the lines of the BBC programme ‘The
affecting its overall health and wellbeing, and               are relevant to, but rarely discussed in, medical      Moral Maze’. A cross-sectional panel will be
provide a provocative treatment plan that will                education. The talks in this symposium open            allowed to question a team of ‘expert witnesses’,
insure that the continuum doesn’t just survive                the door to a line of research that can shed light     bringing out the issues for debate. There will be
but thrives as we look toward the future.                     on these pressing issues.                              time set aside for audience debate.

Dr Lewis First is currently Professor                         Symposium 2b: developing Entrustable                   Symposium 3b: defining Core-
and Chair of the Department of                                Professional Activities (EPAs) in the                  Competencies in Scientific research
Pediatrics at the University of                               Procedural and Non-Procedural Specialties:             for undergraduate Medical Education:
Vermont (UVM) College of Medicine                                                                                    IAMSE Symposium
where from 2003 to 2008, he also
                                                              reflections and Insights
served there as Senior Associate                              Olle ten Cate (UMC Utrecht, The Netherlands);          Adi Haramati, Peter de Jong, Frazier
Dean for Medical Education. His                               Carol Carraccio (American Board of Pediatrics, USA);   Stevenson, Amy Wilson-Delfosse, Floyd
educational leadership roles currently include his being      Robert Englander (Association of American Medical      Knoop, William Jeffries, on behalf of the
chair of the National Board of Medical Examiners as           Colleges, USA); M Douglas Jones (Children’s Hospital   International Association of Medical Science
well as Editor-in-Chief of Pediatrics, the peer-reviewed      Colorado, USA); Fedde Scheele (St Lucas Andreas        Educators (IAMSE)
journal of the American Academy of Pediatrics. He             Hospital Amsterdam, The Netherlands)                   Health science professionals must be able to
received his B.A., M.D., and M.S. in Epidemiology from        EPAs connect competencies to practice.                 combine communication skills with a readily
Harvard University and did his residency training at
Boston Children’s Hospital followed by a fellowship in        Since the introduction of the concept, several         accessible knowledge base and strong scientific
Ambulatory Pediatrics. On a local and national level,         postgraduate specialty domains--OB/GYN,                research skills. The symposium will try to identify
Dr First has won numerous teaching awards including           public health, psychiatry, pediatrics--embarked        level 2 competencies for scientific research in
the Alpha Omega Alpha Robert J Glaser Distinguished           on a journey to define, implement and assess           the medical curriculum. In a short introduction
Teacher Award from the AAMC (2004) as well as                 core activities in their domain. This symposium        the MEDINE report will be summarized and
the National Medical Education Award (2007) from              aims to compare and contrast approaches.               competency levels will be defined. In general
the American Academy of Pediatrics and the Miller-            After examples from pediatrics and OB/GYN              discussion with the audience a panel will seek
Sarkin Mentoring Award from the Academic Pediatric
Association (2007). He has authored several dozen
                                                              we will discuss issues such as: Are there EPAs         for consensus on the research competencies
peer reviewed publications, chapters and co- edited           common to health professionals, regardless of          needed by a health science student.
five textbooks, the most recent being the 22nd edition        discipline? What are differences/similarities
of Rudolph’s Pediatrics (2011). In addition, Dr First still   between approaches to EPAs for procedural
manages to offer medical advice to parents entitled           versus non-procedural specialties?                     Short communications, research papers, PhD
“First with Kids” on weekly radio and television                                                                     reports, posters, workshops, exhibits
news segments and has a weekly column in multiple
newspapers in Vermont.                                        Short communications, research papers, posters,        1530-1600: Coffee
                                                              workshops, exhibits
1000-1030: Coffee
                                                              1215-1345: Lunch                                                                                                                                                               
main programme
         Session 4
1600-1745:                                               Tuesday 28 August                                          Carsten Mohrhardt graduated from
                                                                                                                    University of Jena and University of
– Simultaneous sessions                                                                                             Heidelberg in 2008. He undertook
                                                         0815-1000:    Session 5 – Plenary                          his postgraduate training in the
Symposium 4A: Assessing Tomorrow’s                                                                                  Department of Orthopaedic and
Learners                                                 Plenary 5A: Science in Medical Education:                  Trauma Surgery of Clinic Center
Trudie Roberts (Leeds Institute of Medical Education,    More than transmitting facts!                              Karlsruhe, Germany. He was
UK); Cees van der Vleuten (Maastricht University, The                                                               formerly Student Spokesman of the University of
                                                         Aviad Haramati (Georgetown University School of
Netherlands)                                                                                                        Heidelberg, a Member of the German Student Council
                                                         Medicine, Washington DC, USA)
                                                                                                                    of Marburger Bund and Chair of the Postgraduate
This symposium will examine what assessment              With the discovery of new scientific information           Training Committee of the European Junior Doctors.
of learners in the future might look like.               increasing exponentially each year, medical                He is currently President of the European Junior
Assessment is an area that is going through              science educators are faced with the challenge             Doctors.
major changes. Radical viewpoints and concrete           of determining how best to educate students
illustrations will be given by assessment experts        in the health professionals in science and
from various parts of the world. The pros and            how the learning can progress throughout                   Plenary 5C: The continuum of education
cons of these illustrations will be discussed            the continuum of medical education. In this                and the practicing doctor
with a forum of these speakers and with the              plenary presentation, Dr Haramati will share               N G Patil (The University of Hong Kong)
audience.                                                his perspectives on what the competencies and              With advent of user-friendly technology patients
                                                         outcomes regarding science should be and how               have access to vast amount of information which
Symposium 4b: The global Pediatric                       to improve the learning of science by creating             could be quite challenging to practicing doctors
Education Consortium: reforming Medical                  an appropriate climate that encourages inquiry             at the consultation. Patients tend to believe
Education in Post-graduate Pediatric                     and curiosity. He will also advocate a new                 that doctors are up to date and objective with
Training and Practice                                    role for faculty who teach science, which is to            the recent advances in treatment modalities.
                                                         participate in the professional development                Practicing doctors have various avenues
Harish Amin (Royal College of Physicians and             of students through educational interventions
Surgeons of Canada); Nadia Badrawi (Egyptian
                                                                                                                    available for the continuum of education with
Pediatric Association); Bipin Batra (National Board of
                                                         that improve professional behaviors.                       recognized CME (Continuing Medical Education)
Examinations, India); Hazen Ham (American Board          Aviad “Adi” Haramati PhD is                                activities and self education through online
of Pediatrics); Alfred Tenore (European Academy of       Professor of Physiology and                                journals and libraries. Registration bodies for
Paediatrics, Italy)                                      Medicine at Georgetown University                          medical practitioners in various countries have
The Global Pediatric Education Consortium                School of Medicine with research                           made it mandatory to acquire baseline CME
(GPEC) is comprised of delegate organizations            interests in renal and electrolyte                         points as an essential part of CPD (Continuing
                                                         physiology. His activities now                             Professional Development) and revalidation/
that are responsible for post-graduate pediatric         focus on rethinking how health
training and assessment in over 50 countries.                                                                       registration for practicing rights. There is a
                                                         professionals are trained. Dr Haramati has taught          perception, however, that these requirements
GPEC is working with delegate organizations to           science for over 30 years and received institutional and
create 1) a standardized curriculum, 2) a web-           national awards for his research and his teaching. He
                                                                                                                    may not necessarily achieve the intended goals
based assessment toolbox, 3) guidelines for              served as President of the International Association of    of CME with the influence of other factors.
training and national certification programs,            Medical Science Educators (IAMSE) and on the boards        The presentation will highlight the remedies
and 4) continuous professional development.              of numerous academic societies. Dr Haramati received       and strategies for the continuum of education
Panelists will provide an overview of each               NIH funding that supported a broad educational             for practicing doctors in both developed and
component, the status of development, and                initiative to incorporate integrative medicine into        developing countries.
                                                         the curriculum at Georgetown, and he directs the
our timeline for implementing each component             graduate program in CAM at Georgetown. He is the           Professor N G (Niv) Patil MBE,
worldwide.                                               founding Vice-Chair of the Consortium of Academic          MBBS, MS, FRCSEd, FCSHK, FHKAM
                                                         Health Centers for Integrative Medicine and chaired        (Surgery) is currently a Professor
                                                         the Organizing Committee for the 2012 International        and Director of Centre for Education
Short communications, research papers, Fringe,                                                                      & Training at the Department
posters, workshops, exhibits                             Research Congress on Integrative Medicine and
                                                         Health. Dr Haramati has a deep interest to improve         of Surgery; and Assistant Dean
                                                         medical education across the globe, especially with        (Education Affairs) & Deputy
1530-1600: Coffee                                        regard to the intersection of science, mind-body           Director of Institute for Medical & Health Sciences
                                                         medicine and professionalism. He has been a Visiting       Education at Li Ka Shing Faculty of Medicine, The
                                                         Professor at over 50 medical schools and currently         University of Hong Kong. He has been a surgeon and
Evening:      Optional Social Programme                                                                             medical educator in India, UK and Papua New Guinea
                                                         works with a number of deans and educators in North
                                                         America, Europe and Israel.                                before shifting to Hong Kong in 1992. He was awarded
                                                                                                                    MBE (Member of British Empire) for his outstanding
                                                                                                                    services to people of Papua New Guinea. His
                                                         Plenary 5b: The requirements of Medical                    contributions to curriculum reform at the Li Ka Shing
                                                         Education in Postgraduate Training                         Faculty of Medicine; and international recognition
                                                         Carsten Mohrhardt (Department of Orthopaedic and           in affairs of medical education is highly appreciated.
                                                         Trauma Surgery Clinic Center Karlsruhe, Germany and        His passion for clinical teaching was recognized by
                                                         President of the European Junior Doctors)                  University of Hong Kong with prestigious award of
                                                                                                                    University Teaching Fellowship medal in 2004. He is
                                                         Medical Education changes within the life of               also actively involved in educational affairs of College
                                                         a Doctor several times. Likewise the Doctor                of Surgeons of Hong Kong as a Director of Department
                                                         itself is undergoing several transitions, so               of Education; and as a member of Education committee
                                                                                                                    of Hong Kong Academy of Medicine. His current clinical
                                                         does the art of education. It must be adapted              interest includes ambulatory surgery.
                                                         to the needs of the training period.
                                                         In postgraduate training, medical education                1000-1030: Coffee
                                                         changes from acquiring theoretical knowledge
                                                         to its daily application and regular updating.
                                                         The requirements resulting from the process
                                                         will be shown in this presentation.

                                                                                                                   main programme
         Session 6
1030-1215:                                               Medical school applicants come with both                were only 7 masters-level programs in HPE,
– Simultaneous Sessions                                  strengths and weaknesses in the context of              however, by 2011 that number increased to
                                                         future professional practice. Current selection         76. During this interactive symposium, we will
                                                         procedures focus on identifying outstanding             present the context for this increased demand,
Symposium 6A: Lifelong Learning – from                   positive qualities, but ignore the presence of          analyze the commonalities and the differences
the classroom to the point of care                       problematic negative traits. We will describe           among such programs, examine the need
Ron Murray (University of Virginia School of             models of selection that seek to identify the           and outcome of master’s programs in HPE,
Medicine, USA); Eugene Pozniak (Siyemi Learning,         presence of unsuitable traits as well as the most       and diagnose the reasons of the geographic
UK); Edwin Borman (Chair, UEMS-CME/CPD working           desirable qualities. We will include an example         maldistribution. We will also consider how such
group, UK); Ina Weisshardt (White Cube Consultants,      of implementation of one such model in an               programs enable graduates to become leaders
Munich, Germany); Julie Simper (Kenes Education,
Amsterdam, Netherlands)                                  Australian medical school.                              and scholars in HPE.
CME/CPD currently being developed in various
European Union countries and North America, is           Symposium 7b: Encouraging the                           Symposium 8b: Is it the job or the
underpinned by lifelong learning opportunities           establishment of programs of research                   person: Controversy in how best to respond
from the classroom to the point of care. The             Larry Gruppen (University of Michigan Medical           to the high prevalence of distress amongst
contemporary vision for CPD also emphasizes              School, USA); Lambert Schuwirth (School of Medicine,    physicians in training and in practice
inter-professional,    team-based    learning            Flinders University, Adelaide, Australia); Diana        Reidar Tyssen (University of Oslo, Norway),
and practice throughout the continuum of                 Dolmans (Maastricht University, The Netherlands);       Lotte Dyrbye (Mayo Clinic, USA), Marie Dahlin
                                                         Stewart Mennin (São Paulo, Brazil)                      (Karolinska Institutet, Sweden), Jelle Prinse (Dutch
medical education. This mini-symposium will
provide a summary of perspectives on lifelong            Medical education research is expanding                 Doctors’ Assocation, the Netherlands), Edgar Voltmer
                                                         rapidly and finding its own scientific position.        (Friendensau Adventist University, Germany)
learning with specific examples of knowledge
management from representatives of a medical             It has become increasingly clear that the big           After a brief review of the prevalence and trends
school, medical education companies and an               answers are not to be found in a series of single       of distress across the continuum from medical
accreditation body.                                      studies, but require a more programmatic                school to physician training and practice,
                                                         approach to research. Educators and journal             different perspectives will be presented as to
                                                         editors are also acknowledging this need. This          what are the primary factors contributing to
Symposium 6b: Teaching clinical                          symposium seeks to help medical educators               the high prevalence of distress. An interactive
reasoning early in the medical curriculum                work towards establishing and sustaining a              discussion will follow where attendees will
Anthony R Artino, Jr (Uniformed Services University      program of research. Short presentations and            discuss the value of the following approaches to
of the Health Sciences, Bethesda, USA); Steven J         a highly interative and unique format (Café             address the high burden of physician distress:
Durning (Uniformed Services University of the Health     Philosophica) will promote a rich and relevant          1) Applicant screening, 2) Self-help curriculum;
Sciences, Bethesda, USA); Bernard Charlin (Université
de Montréal, Canada ); Mathieu R Nendaz (University      exchange among the audience and panel                   and 3) Organizational/curricular change.
of Geneva Faculty of Medicine, Geneva, Switzerland);     discussants.
Olle ten Cate (University Medical Center, Utrecht, The                                                           Short communications, research papers, Fringe,
Netherlands); Eugène Custers (University Medical         Symposium 7C: The bologna Process                       posters, workshops, exhibits
Center, Utrecht, The Netherlands)
                                                         – where are we and how does it relate to
Much of the research on clinical reasoning               curriculum trends in medical education?                 MEDINE2: Meetings of Work Package 5 and
is directed towards unraveling the clinical              Madalena Patricio (University of Lisbon, Portugal and   Work Package 6 (Closed Meeting)
reasoning processes of experts and, more                 AMEE); Ronald Harden (AMEE)
recently, advanced learners. Knowledge of
                                                         The Bologna Process has been described as
these processes in clinicians may, however, be
                                                         one of the key initiatives in education. The
of limited help when designing clinical reasoning
training in early phases of medical education.
                                                         implementation of the Bologna Process including         Wednesday 29 August
                                                         the 3-cycle system has been studied as part of
Expert clinical reasoning requires a substantial
                                                         the EU funded MEDINE2 initiative. Views of                       Session 9
knowledge base, whereas students’ knowledge
                                                         schools across Europe have been surveyed and
consists of poorly integrated pathophysiological
                                                         will be reported at this Symposium. How the             – Simultaneous Sessions
and theoretical clinical knowledge and sketchy
                                                         Bologna developments relate more generally
mental representations of clinical cases. This                                                                   Symposium 9A: Assessing Clinical
                                                         to curriculum trends in medical education, as
symposium aims at bringing clinical teachers,                                                                    Teachers’ Professional behaviours
                                                         identified in an international survey, will be
psychologists, educationalists, and curriculum                                                                   Yvonne Steinert, Meredith Young, Richard Cruess,
developers together to discuss these challenges                                                                  Sylvia Cruess (McGill University, Canada); Kiki
and present different approaches to early                                                                        Lombarts (Academic Medical Center, University of
clinical reasoning training and the theories             Short communications, research papers, posters,         Amsterdam, The Netherlands); Darcy Reed & Fred
and evidence on which these approaches are               workshops, exhibits                                     Hafferty (Mayo Medical School, USA)
based.                                                                                                           An obstacle to teaching professionalism
                                                         1530-1600: Coffee
                                                                                                                 is the unprofessional behavior of clinical
Short communications, research papers, posters,                                                                  teachers. Valid and reliable assessment of their
workshops, exhibits                                                                                              professional behavior is required for action. The
                                                                  Session 8
                                                         1600-1745:                                              symposium will present methods of assessment
1215-1345: Lunch                                         – Simultaneous Sessions                                 and data gathered in three countries, discussing
                                                                                                                 large scale student and resident evaluation of
                                                         Symposium 8A: Preparing Leaders in                      faculty performance, linking student evaluation
         Session 7
1345-1530:                                               Health Professions Education                            with patient assessment, and discussing the
                                                                                                                 use of the information gathered. Modern
– Simultaneous Sessions                                  Ara Tekian (University of Illinois at Chicago, USA);
                                                                                                                 information technologies, combined with
                                                         Trudie Roberts (Leeds Institute of Medical Education,
                                                         UK); John Norcini (FAIMER, Philadelphia, USA); Helen    valid measurement tools, now permit the
Symposium 7A: Medical student                            Batty (University of Toronto, Ontario, Canada); David   accumulation of sufficient data to reliably
selection: to choose the best or to exclude              Cook (Mayo Clinic, Minnesota, USA)                      measure the professional behaviors of clinical
the unsuited?                                                                                                    faculty.
                                                         Preparing leaders in health professions
Brian Kelly, Miles Bore, Don Munro, Steven Hurwitz,      education (HPE) has been a high priority for
David Powis (University of Newcastle, Australia),
Jon Dowell (University of Dundee, UK), Roy Davis (UK)    many institutions worldwide. Up till 1996, there                                                                                                                                                        
main programme
Symposium 9b: Postgraduate                                development of new digital competences for                contribution to the training of patients with chronic
Professional and generic Skills – The What                both educators and learners.                              diseases, and from his work on various boards of
and the How                                                                                                         community organisations and involvement as a
                                                                                                                    speaker in numerous forums and workshops addressed
Davinder Sandhu, Alan Cook (Severn Deanery, UK),          Short communications, research papers, posters,           to healthcare professionals. In the past two years, Mr
Bernado Bollen Pinto (University of Porto, Portugal),     workshops, exhibits                                       Dumez has been a key collaborator for the Education
Liz Spencer (Gloucestershire NHS FT, UK), Olle Th.J.ten                                                             Centre (CPASS) of the Faculty of Medicine of the
Cate (University Medical Center, Utrecht,                 1200-1300: Lunch                                          University of Montreal, reflecting on how to improve
The Netherlands)                                                                                                    the relationship between patients, physicians and
The role of a doctor is complex from being a                                                                        healthcare professionals altogether. This collaboration
healer, patient advocate to manager and budget                                                                      has led him to become, in October 2010, the first
holder. Professional medical training addresses           1300-1530:    Session 11 – Plenary                        director of new Faculty Office of the Patient Partner
                                                                                                                    Expertise that was recently set up by the University of
primarily specialist knowledge of diagnosis
and treatment. There is no defined curriculum             Plenary 11A: The patient partner in care                  Montreal’s Faculty of medicine.
of required Professional & Generic skills, nor            at the heart of medical education
who should deliver this and what constitutes              Vincent Dumez (University of Montreal, Canada)            Plenary 11b: Ms. Curiosity and doctor
good outcomes for trainees and patients. This             With many faculties of medicine now                       Cat - a dramatic romance
symposium will explore and question these                 adopting a competency-based approach in                   Raquel Correia (5th year Medical Student at the
concepts in an interactive forum covering                 which collaboration, communication and                    Faculdade de Medicina, University of Lisbon,
students, trainees and trainers.                          professionalism are defined as the core values            Portugal)
                                                          of educational issues, is it not essential to             “– Like so many other couples, Ms Curiosity and
Short communications, research papers, posters,           ensure the success of such a paradigm shift               Doctor Cat met at the college library. He was a
workshops, exhibits                                       to put forward a new vision of the physician’s            junior resident having an allergic response to
                                                          main interlocutor: the patient? This type of              dust, she was a young medical student studying
1000-1030: Coffee                                         strategy needs new educational content in                 asthma...“ (to be continued...).
                                                          order to comprehensively tackle the nature
                                                          of the patient-doctor relationship with regard            A student overview on the importance of
                                                          to different clinical contexts and above all the          developing curiosity during medical school
         Session 10
1030-1200:                                                intricate question of the complementarity                 years, as a crucial skill on the improvement of
– Simultaneous Sessions                                   between scientific and lay knowledge.                     doctors drive for continuing medical education
                                                          Innovative learning strategies must also be               throughout different life and professional stages.
Symposium 10A: Performance based                          implemented that will facilitate (1) an earlier           A recognition that being curious everyday, keeps
Continuing Professional development                       exposition to clinical environments with a more           memory from going away.
David Davis, Nancy Davis (Association of American         comprehensive understanding of the patient,               Raquel Pereira Correia is a 5th year
Medical Colleges, Washington, DC, USA)                    (2) students’ reflexivity with regard to the              Medical Student at the Faculdade
Traditional CME has often been based on                   development of his/her relational leadership              de Medicina, University of Lisbon,
learners’ perceived needs rather than actual              and (3) the multiplicity of learning experiences          in Portugal, and has recently
                                                          involving patients as tutors, mentors and                 spent some time studying abroad
practice gaps. Today, with increasing access to                                                                     at the Université Paris Descartes
clinical performance data, we are able to assess          coaches that are fully integrated to the faculties’
                                                          curriculum. Since several studies have recently           in France. She has been actively
the actual needs of individual clinicians and/or                                                                    involved in the European Medical Students Association
practice groups. We will introduce a continuous           stressed the decline of empathy amongst a
                                                                                                                    and the International Federation of Medical Students
performance improvement approach to CPD                   large majority of medical students in their first         Association, having also contributed on MEDINE2. She
using practice based performance measurement;             year of clerkship, it is certainly of the upmost          has a long-standing interest in Medical Education as a
interventions for improvement, including                  importance to face this alarming phenomenon               student, particularly in teacher engagement, student
educational and systems based processes;                  and better preparing our students to work with            selection, and students learning skills and motivation.
and remeasurement to analyze performance                  more informed patients who demonstrate
change and improved outcomes. Following a                 highly individualized behaviours and very
presentation of concepts, the audience will be            diverse expectations.                                     1445:   Spotlights
presented with a template for developing their            Mr Vincent Dumez holds a finance                          Brief presentations of the Conference
own performance-based CPD initiatives.                    degree and a master in science                            highlights in the following areas:
                                                          of management from Montreal’s
                                                          international business school                             • Faculty Development:
Symposium 10b: E-learning for the                         Hautes Études Commerciales (HEC).                           Yvonne Steinert
learner: the challenge of providing learner               Up until recently, Mr Dumez was
centred education in the Age of the Internet              an associate in one of Montreal’s
                                                                                                                    • Research in Medical Education:
                                                                                                                      Lotte Dyrbye
John Sandars, Gareth Frith (Medical Education Unit,       most influential consulting firm where he acted as
University of Leeds, UK); Natalie Lafferty, (Technology   the principal director and the expertise leader on        • Simulation:
& Innovation in Learning Team, Division of Medical        organisational design. Mr Dumez has worked for              Doris Østergaard
Education, University of Dundee, UK); Goh Poh Sun         up to 13 years as a strategic consultant for large
                                                          companies and institutions, (particularly in the health   • Assessment:
(Department of Diagnostic Radiology, National                                                                         Richard Hays
University Hospital, Singapore)                           care sector) mainly within the field of organisational
                                                          transformation. He has contributed to more than           • What Sort of Healthcare Professional are
The Internet offers a wide range of potential             150 intervention mandates with regards to strategic         we Producing for the 21st Century:
learning resources, from web sites and blogs to           planning, organisational diagnostic, optimization of        Sam Leinster
social networks and media sharing sites, that can         business processes, corporate restructuring, etc. He
be rapidly accessed anytime and anyplace by a             also currently works as an executive coach for upper      • The Continuum of Education:
                                                                                                                      Robert Galbraith
variety of technologies, from static computers            management positions. Suffering from three chronic
to mobile devices. Many learners already make             diseases for more than three decades — and thus
extensive use of this ubiquitous approach                 significantly relying on health care services — Mr
                                                          Dumez has been actively involved in the reflexion and
to provide personalised medical education
                                                          the promotion of the ‘patient partner’ concept. This      1520:   A look ahead to AMEE 2013
but there are concerns about the quality of               involvement has come forward over the recent years
the learning experience. This symposium will              through the completion of his masters dissertation
critically explore how the exciting possibilities         entitled ‘Quebec’s infected blood scandal or the
of the Age of the Internet can be practically             failure of the doctor-patient relationship’, his active
                                                                                                                    Close of Conference
translated into medical education, including the

awards and prizes
AMEE Miriam Friedman ben-david New Educator Award:                                             exhibition and
Miriam Friedman Ben-David, pictured right, was a much-admired
educator who died suddenly in 2004. She continues to be greatly                                sponsorship
missed by her many friends and colleagues throughout the world.
Miriam was passionate about medical education, and conveyed                                    The Exhibition, consisting of commercial,
her passion to those with whom she came into contact. She was                                  not-for-profit and institutional exhibitors,
particularly supportive of those new to the field of medical education,                        is now a major feature of the AMEE
helping them in their professional development as an educator. It was                          Conference.
for this reason that AMEE created the Miriam Friedman
Ben-David New Educator Award in 2008.                                                          Exhibitors include:
Nominations are invited for this award, which is made to an educator                           • publishers of medical and basic science
deemed to have made a significant contribution to teaching. There is no age limit for            textbooks, and books and journals
the award, but the recipient should usually have had no more than five years of formal           relevant to teachers in medicine and
teaching experience. The award winner, selected by a Committee chaired by the AMEE               the healthcare professions;
President Madalena Patricio, will be invited to attend AMEE 2012 in Lyon and to present a
short communication. The prize is free conference registration and Euros 1,000 to support      • manufacturers and suppliers of
attendance.                                                                                      teaching aids including simulators,
                                                                                                 computers, mobile technology and
Nomination procedure                                                                             elearning packages;
• Nominations may be made by any individual AMEE member – e.g., a dean, a supervisor, a
  peer or a student. Self-nominations are also acceptable, in which case a letter of support   • institutions offering a service in medical
  must be received from the supervisor or a senior member of staff working with the              education, e.g. testing, data handling;
  person who is self-nominating.
                                                                                               • pharmaceutical companies, particularly
• The person nominating should send a one-page letter indicating the reasons for the             those involved in the development of
  nomination, highlighting the qualities and particular achievements that justify the
                                                                                                 educational resources;
• The letter must be accompanied by a brief curriculum vitae (maximum                          • institutions and bodies offering courses
  2 pages) of the person nominated, including details of innovations in the field of             for healthcare professionals across the
  education.                                                                                     continuum of education;
• The submission may be made either by email to or by fax or mail to
                                                                                               • institutions responsible for
  the AMEE Office.
                                                                                                 administration or regulation in
• Both the person nominating and the educator nominated must be individual members of            medicine and the healthcare
  AMEE at the time of nomination.
• The deadline for receipt of nominations is 31 March 2012.
                                                                                               • professional bodies and medical schools.
AMEE Presentation Awards: An award will be made to one or more presenters
judged as having made an outstanding contribution to the programme. The criteria used are
given on the website The awards are made possible through support of the         AMEE offer a range of opportunities
Patil family.                                                                                  including exhibition booths, table-top
                                                                                               displays, inserts in the conference bags,
Medical Teacher Poster Prize: Awarded for the best poster as selected by the                   adverts in the conference programme and
Poster Prize Committee against published criteria (see The winner will          sponsorship of conference materials.
receive free registration to AMEE 2013, or a cash prize of £350. The prize is sponsored by
Informa, publishers of Medical Teacher.                                                        AMEE is pleased to have appointed
                                                                                               Worldspan to manage Exhibition and
AMEE eLearning Poster Prize: Awarded by AMEE for the best Electronic Poster on an              Sponsorship opportunities for AMEE
eLearning theme, as selected by the AMEE eLearning Committee. The winner will receive          2012.
free registration to AMEE 2013, or a cash prize of £350.
                                                                                               For further details please download the
AMEE Poster Quiz: A chance to win one-year’s free membership to AMEE by completing             brochure on the website
a quiz, the answers to which can be found on the posters.                                      or contact
For further information on Awards and Prizes, please see                                                                                                                           
general information
Location: AMEE 2012 will take place           Visa requirements: EU, EEA and                  Currency: The currency in Lyon is the
at the Lyon Conference Centre, based at       Swiss citizens, as well as non-EU citizens      Euro. The exchange rate is: £1 = €1.19;
the Cité internationale which was designed    who are visa-exempt, need only produce          $1=0.76 (as at December 2011). Almost
by Renzo Piano, one of the world’s leading    a passport which is valid for the entirety      all shops, restaurants and hotels take
contemporary architects.                      of their stay in France. Other nationals        the CB French debit card, and its foreign
                                              who are required to have a visa must have       affiliations, Visa and Mastercard. American
                                              a passport which has at least 3 months’         Express tends to be accepted only in high-
                                              validity beyond their period of stay in         end shops.
                                              France in order for a Schengen visa to be
                                              granted.                                        Weather: Lyon has a “semi-
                                              France is a member of the Schengen              continental” climate. Summers can be
                                              Agreement. There are no border controls         hot; temperatures around 35°C (95°F) are
                                              between countries that have signed and          not exceptional in July and August, with
The Lyon Conference Centre is situated at     implemented the treaty – the European           occasional thunderstorms.
Lyon’s northeast Gateway, between the         Union (except Bulgaria, Cyprus, Ireland,
Tête d’Or Park, the Quai Charles de Gaulle    Romania and the United Kingdom),                Language: Whilst the language of the
and the Rhône, on the edge of the city        Iceland, Norway and Switzerland. Likewise,      Conference is English, some sessions will
center.                                       a visa granted for any Schengen member is       take place in French. There will also be a
                                              valid in all other countries that have signed   programme of preconference workshops
About Lyon: Lyon is the third largest         and implemented the treaty. Nationals           in French, to be held on Saturday and
city in France and centre of the second       of EU and EFTA (Iceland, Liechtenstein,         Sunday at La Doua Campus, a ten minute
largest metropolitan area in the country.     Norway, Switzerland) countries only need        walk from Lyon Conference Centre.
It is the capital of the Rhone-Alpes region   a valid national identity card or passport
and the Rhône département. Lyon is            for entry. Nationals of non-EU/EFTA             CME Accreditation: Credits
known as a gastronomic and historical city    countries will generally need a passport for    are being requested from the UK
with a vibrant cultural scene and is also     entry to a Schengen country and most will       Royal Colleges and from the European
the birthplace of cinema.                     need a visa.                                    Accreditation Council for Continuing
                                              For more information, please visit:             Medical Education for full attendance at
getting to Lyon: Lyon’s Saint-                     the main conference (27-29 August 2012).
Exupéry Airport is located some 25 km         france_159/coming-to-france_2045/getting-       A register of attendance will be available
east of Lyon. The airport is approximately    visa_2046/general-information-for-foreign-      to those who wish to claim for their
25 minutes from the Conference Centre         nationals-with-ordinary-passeports_1559.html    attendance at the main conference for
and Lyon-Saint Exupéry station.               If you need AMEE to supply a letter of          signing at the coffee break on Wednesday
Grenoble airport is served by low-cost        invitation to support your application          29 August.
airlines. There are bus services from the     please contact to
airport to Lyon, taking about one hour.       request this a minimum of 2 weeks before        Children: Children are not permitted
                                              submitting your application, and no later       to attend any of the academic sessions and
Geneva airport is about two hours away        than 31 May. The letter of invitation will      should not be left unaccompanied at any
by train.                                     be sent to you by email. If the Embassy         time at the Lyon Conference Centre or La
Paris Charles de Gaulle airport is a major    needs the letter of invitation to be faxed      Doua Campus.
international hub. Take a TGV train to        or mailed, it is essential Worldspan is
Lyon Part Dieu station directly from the      supplied with the correct contact details.
Charles de Gaulle train station. Trains       Please Note: Before a letter of invitation
run approximately every hour and take         can be issued, you should formally register
about 2 hours, but ensure you buy an          for the conference. Additional copies and
exchangeable ticket to be able to catch the   hard copy letter requests will incur an
first available train.                        administration fee of Euros 25.
For more information on travel options,
please visit:

                                                                                                           week day week day          weekend weekend
 Worldspan have been appointed to                   star rating / Hotel name                    distance   single double              single double
 manage the AMEE 2012 official AMEE
 accommodation booking system. A direct             5*   Sofitel Bellecour                       4 km      € 205.00    € 220.00        € 205.00   € 220.00
 booking facility is available on the AMEE          4*   Hotel Le Royal Lyon (Single)            4 km      € 185.00      N/A           € 185.00     N/A
 2012 Conference Registration Website.
                                                    4*   Hotel Le Royal Lyon (Superior)          4 km      € 195.00    € 210.00        € 195.00   € 210.00
 Whilst there are many independent
 hotels in Lyon, Worldspan have secured             4*   Mercure Château Perrache                6 km      € 140.00    € 150.00        € 100.00   € 110.00
 a significant number of rooms in high              4*   Mercure Beaux Arts                      5 km      € 140.00    € 150.00        € 100.00   € 110.00
 standard, quality assured international
 hotel brands.                                      4*   Mercure Plaza Republique                3 km      € 140.00    € 150.00        € 100.00   € 110.00
 Special rates have been negotiated for             4*   Novotel Confluence                      8 km      € 145.00    € 155.00        € 100.00   € 110.00
 AMEE delegates and, wherever possible,             4*   Mercure Saxe Lafayette                  2 km      € 145.00    € 155.00        € 100.00   € 110.00
 guarantees from hotels that the AMEE               4*   Mercure Part Dieu                       2 km      € 145.00    € 155.00        € 100.00   € 110.00
 rates will be the lowest available on
 general public sale have been secured. In          4*   Mercure Charpennes                      3 km      € 140.00    € 150.00        € 100.00   € 110.00
 some cases (where noted) hotels have also          4*   Mercure Brotteaux                       4 km      € 140.00    € 150.00        € 100.00   € 110.00
 offered attractive early booking rates.
                                                    4*   Novotel Lyon Part Dieu                  4 km      € 145.00    € 155.00        € 100.00   € 110.00
 The official allocations incorporate all
 hotel grades, from 5* through to lower             4*   Hilton Lyon (Standard)                  On site   € 195.00    € 213.00        € 195.00   € 213.00
 priced 2* properties and all are located           4*   Hilton Lyon (Deluxe)                    On site   € 220.00    € 238.00        € 220.00   € 238.00
 in the key central areas of Lyon, including
 the three properties which are actually            4*   Lyon Metropole Hotel and Spa            3 km      € 180.00    € 198.00        € 180.00   € 198.00
 located on site at the Lyon Convention             4*   Radisson Blu (Standard)                 3 km      € 145.00    € 165.00        € 145.00   € 165.00
 Centre. Additionally, all of our central
 Lyon hotels are within easy access of the          4*   Radisson Blu (Superior)                 3 km      € 155.00    € 175.00        € 155.00   € 175.00
 Convention Centre, using Lyon’s efficient          4*   Concorde de la Cite (Early Bird)        On site   € 160.00    € 182.00        € 160.00   € 182.00
 Public Transport System. A 3-day transport         4*   Concorde de la Cite (Standard)          On site   € 230.00    € 252.00        € 230.00   € 252.00
 ticket will be provided.
                                                    3*   All Seasons Part Dieu                   2 km      € 104.00    € 114.00        € 87.00    € 97.00
 Delegates are encouraged to book early
 as room allocations are available to all           3*   Ibis Part Dieu Gare                     2 km      € 104.00    € 113.00        € 87.00    € 96.00
 delegates on a first come, first served            3*   Ibis Part Dieu les Halles               3 km      € 99.00     € 108.00        € 76.00    € 85.00
 basis. All rates shown are inclusive of local
 VAT tax, but exclude the applicable Lyon           3*   Ibis Palais Des Congrès                 2 km      € 94.00     € 103.00        € 70.00    € 79.00
 City Tax, payable per person and per night,        3*   Hotel des Congrès (Early Bird)          1 km      € 85.00     € 103.00        € 85.00    € 103.00
 which will be added to your invoice (see
 below).                                            3*   Hotel des Congrès                       1 km      € 125.00    € 143.00        € 125.00   € 143.00
 Full details, description and location of each     3*   Hotel Roosevelt                         3 km      € 140.00    € 140.00        € 140.00   € 140.00
 hotel, as well as the hotel accommodation          2*   Etap Hotel Part Dieu                    2 km      € 76.00     € 81.00         € 76.00    € 81.00
 booking terms and conditions are available
 on the AMEE 2012 Registration Site. Once           2*   Campanile Berges Du Rhone               3 km      € 108.00    € 117.00        € 108.00   € 117.00
 you have registered your attendance at             2*   Kyriad Perrache 2                       3 km      € 99.00     € 108.00        € 99.00    € 108.00
 the conference, you are invited to use             2*   Campanile Lyon Gare Part Dieu           3 km      € 99.00     € 108.00        € 99.00    € 108.00
 the simple online booking request facility.
 On receipt of your booking request,                2*   Campanile Perrache                      5 km      € 89.00     € 113.00        € 89.00    € 113.00
 Worldspan will contact you to arrange                   B&B Studios:
 payment. You will be sent an invoice for                Residence Internationale Temporim       On site   € 117.00    € 159.00        € 117.00   € 159.00
 full payment of your stay, which will be
 payable immediately, either by credit card
 (a 3.5% card handling fee will be applied)       All rates include breakfast
                                                                                                           City Tax per person per night
 or by bank transfer and, once payment               Early bird Rate only applies to bookings              5* Properties = €1.65
 has been received, you will be sent a hotel         made before the 24th January 2012
 booking confirmation. Any subsequent                                                                      4* Properties = €1.65
 amendments or cancellations must be                 Early bird Rate only applies to bookings              3* Properties = €1.10
 advised to Worldspan in writing and terms           made up until the 15th March 2012
                                                                                                           2* Properties = €0.99
 and conditions will be applied accordingly.
 Accommodation can be booked online at
 All enquiries should be directed to
 Worldspan Group, Tel: +44 (0)1745 828400.
tours, social & evening events
SATurdAy 25th / SuNdAy 26th                       SATurdAy 25th / SuNdAy 26th                         MONdAy 27th

Fourvière and                                     renaissance Area – Walking                          guided walking tour –
gallo romain Museum                               guided Tour of Vieux Lyon                           Hidden Monsters & gargoyles
(0900-1200 hrs)                                   (1400-1700 hrs)                                     (0900-1200 hrs)

As the former Gaul capital, the oldest part of    The Renaissance district in Lyon, listed by         On a walk that takes in the elegant church of St
the city was settled by the Romans in 43 BC       UNESCO, is the largest of its kind apart            George, which sounds out the deepest, darkest
and was known as Lugdunum. The Gallo-             from Venice. Like a village within the city,        corners of St John’s Cathedral, which is on
Roman Museum is an institution dedicated          Lyon’s Old Town should be seen from three           friendly terms with the traboules of Old Lyon
to the Roman/Gaul civilisation (known as          distinct vantage points. You can get a general      and which finishes up at Saint Nizier, you can
Lugdunum in Roman times), which is sited          view from the top of the Fourvière Hill,            experience the exoticism and dreams of men
near to the city’s Roman theatre on Fourvière     looking down on the district. It is the largest     and women living in the Middle Ages. Hosted
Hill. As well as designing its own permanent      Renaissance site in France (35 hectares)            by expert and authors Nicolas Lebreton (La
collections of Roman, Celtic and pre-Roman        and the second largest in Europe, with              Maître des Gargoyles) or Anne Schetalat, your
material (inscriptions, statues, jewellery,       24 hectares in a protected historic zone.           guide will meet you at the Conference Centre
everyday objects), the museum also features       From the Belvedere, you can see the multi-          and take you to see the chimera, dragons,
a plan-relief of the ancient town and scale       coloured Roman-style roof tiles and admire          dogs, lions, monsters, bear cubs, phoenix and
models of its major monuments, such as the        the numerous Renaissance towers, which              griffins, which are all located in Lyon with their
theatre and the Odeon.                            majestically dominate the area. You can also        jaws wide-open, claws extended, above the
                                                  get a good view from the Sâone embankment.          heads of the passersby. You just have to raise
The museum visit is combined with a guided                                                            your eyes and let yourself be carried away by
tour of the Fourvière Basilica. This amazing                                                          the legends and stories which they conjure
building overlooks Lyon and never fails to        Your guide will meet you at the Conference
                                                  Centre and accompany you to the Place               up….
capture the visitor’s eye. Built between 1872
and 1896 by Bossan, it features a somewhat        Bellecour, where the tour begins. Here, you
eclectic style. The outside is often compared     will be enchanted by the ochre and pink rows        Price: €38.00
to an elephant, whilst its interior is richly     of façades glimmering in the amber waters
decorated with mosaics, stained glass windows     of the river. Then you will walk the pebbled
and marble. The view from the esplanade is        streets of the district. You cannot discover Lyon
incomparable!                                     from the inside of a vehicle: you really have to
                                                  walk the streets to get a real feel for the city.
Your guide will meet you at the Conference        In 1964, Minister of Culture, André Malraux
Centre and accompany you to the areas as          made this area into the first protected historic
described above.                                  zone in France. ‘La Renaissance du Vieux-Lyon’,
A stop will be made for coffee during the tour.   the association for the preservation of the           Tours and Social Events can be
                                                  Old Town, at work since the 1950s, played a           booked online at:
Price: €55.00                                     major role in obtaining classification of the
                                                  area and in defeating attempts to demolish
                                                  it for re-development and supposed sanitary           All enquiries should be directed to:
                                                  reasons. This tour will give you a real chance
                                                  to get ‘under the skin’ of the Renaissance heart
                                                                                                        Worldspan Group, Commodore House,
                                                  of the city.                                          North Wales Business Park, Abergele,
                                                                                                        Conway LL22 8LJ, UK.
                                                  Price: €38.00                                         Tel: +44 (0)1745 828400
                                                                                                        Fax: +44 (0)1745 828404

tours, social & evening events
TuESdAy 28th                                        eVenInG eVenTs                                COuNTrIES QuALIFyINg
                                                                                                  FOr ‘SPECIAL rATE’
guided walking tour –                               sundAy 26th (1930-2200 hrs)                   reGIsTrATIon fee
Croix rousse & Silk Makers                          Opening Ceremony / reception
(1400-1700 hrs)                                                                                   Albania         Mexico
                                                    Lyon conference Centre
                                                                                                  Algeria         Moldova
                                                    Entertainment, food and wine, and the         Argentina       Montenegro
                                                    chance to renew acquaintances on the eve      Armenia         Morocco
                                                    of the Conference. The Opening Ceremony       Azerbaijan      Nepal
                                                    and Reception takes place at Lyon             Bangladesh      Nicaragua
                                                    Conference Centre (included in registration   Belarus         Pakistan
                                                    fee for registered participants).             Bolivia         Paraguay
                                                                                                  Bosnia          Peru
                                                    Guest tickets: €35.00 each                    Brazil          Philippines
                                                                                                  Bulgaria        Romania
                                                                                                  Chile           Russia
                                                    Please see the website for details of other   Colombia        Serbia
                                                    evening events.                               Croatia         Slovakia
                                                                                                  Ecuador         Slovenia
                                                                                                  Estonia         South Africa
A short tour through the maze of Traboules                                                        Georgia         Sri Lanka
and visit to the Maison des Canuts (silk-makers’                                                  Ghana           Sub-Saharan Africa
house). Certain historic places magically                                                         Guatemala       Tajikistan
transport you back to another time: such is the                                                   Guyana          Tunisia
case of the traboules of Lyon. Traboules (from                                                    India           Turkey
the Latin transambulare via vulgar Latin means                                                    Indonesia       Turkmenistan
‘to cross’) are a type of passageway primarily                                                    Iraq            Ukraine
associated with the city of Lyon. They were                                                       Kazakhstan      Uruguay
originally used by silk manufacturers and other                                                   Kyrgyzstan      Uzbekistan
merchants to transport their products.                                                            Latvia          Venezuela
The first examples of traboules are thought                                                       Lithuania
to have been built in the 4th century. These
passageways allowed them to get from their
homes to the river quickly and allowed the                                                        Free registrations: A limited
canuts (Lyonnais silk workers) on the La Croix-
Rousse hill to get quickly from their workshops                                                   number of free registrations are
to the textile merchants at the foot of the hill.                                                 available to participants from the
This was especially important in inclement                                                        above countries who submit and
weather. Thus, the traboules of Lyon are                                                          have accepted an abstract for
located primarily in the 5th arrondissement                                                       short communication or poster
(Old City, or Vieux Lyon) and the 1st and 4th
arrondissements (Croix Rousse).                                                                   presentation. Both practising
                                                                                                  teachers and registered students
The diversity of the traboules is incredible:
                                                                                                  from medical and healthcare
ranging from the simple passageway
constituted of a long corridor, linking two                                                       professions institutions may
streets together, to those with multiple levels,                                                  apply. Please email your request
as can be found in the Cour des Voraces, where                                                    to the AMEE Office (amee@
it goes down seven floors, crosses an alley and                                          by 12 March, after
two buildings before exiting two streets below.
                                                                                                  submission of your abstract,
The maze of traboules is so complex that
inhabitants were known to use them to flee                                                        which can be done online or by
the enemy during the French Revolution and                                                        email. Participants being offered
again during the Second World War.                                                                free registration will be notified
                                                                                                  by 30 April.
Price: €38.00

                                                                                                  Please see page 28 for
     register online by following the link on the AMEE homepage (                                                           terms & conditions
     All enquiries should be directed to:                                                                                                 Terms and conditions relating to
     Worldspan Group, Commodore House, North Wales Business Park, Abergele, Conway LL22 8LJ, UK.                                          registration for AMEE Conference
     Tel: +44 (0)1745 828400; Fax: +44 (0)1745 828404; Email:                                                        25-29 August 2012 to be held in Lyon,
Confirmation of the processed registration will be emailed as soon as possible. Register by                                               1. Completion of the registration
31 May to qualify for the early registration rate.                                                                                           information signifies acceptance of
                                                                                                                                             the terms and conditions set out
registration Fees: Payment may be made in EUROS only.
The registration fee includes: Attendance at all the main conference sessions                                                             2. The registration fees may only be paid
                                                                                                                                             in Euros irrespective of your country
(27-29 August) including conference workshops; Lunch and Coffee breaks (Mon-Wed);                                                            of origin.
Opening Ceremony and Reception (Sunday 26 August); Conference materials;
3 day public transport ticket (27-29 August).                                                                                             3. Registration fee includes: attendance
                                                                                                                                             at all conference sessions (Monday-
                                                                                                                                             Wednesday) including conference
     Category                                                                              by 31 May                 From 1 June             workshops; lunch and coffee breaks
     AMEE Member                                                                           Euros 498                 Euros 546               (Monday-Wednesday); Opening
                                                                                                                                             Reception (Sunday); Conference
     Non-Member                                                                            Euros 588                 Euros 636               materials; Public transport ticket
     Non-Member join AMEE (1)                                                              Euros 588                 Euros 636               (3 days).
     AMEE Student Member                                                                   Euros 258                 Euros 282
     Student Non-Member (2)                                                                Euros 282                 Euros 306            4. Travel to Lyon and accommodation is
                                                                                                                                             NOT included in the registration fee.
     Special rate (3)                                                                      Euros 375                 Euros 438
     SIFEM Members                                                                         Euros 498                 Euros 546            5. Payment may be made by credit/debit
     Opening Ceremony Guest Tickets                                                        Euros 35                  Euros 35                card (VISA, Mastercard) or bank
     ESME/ESMEA/ESMESim/ESEL/RESME Course                                                  Euros 600                 Euros 600               transfer in Euros only. All payments
                                                                                                                                             must be made prior to the start of the
     AMEE & SIFEM Pre-conference Workshop full-day (4)                                     Euros 168                 Euros 168
                                                                                                                                             Conference unless prior arrangements
     AMEE & SIFEM Pre-conference Workshop half-day (5)                                     Euros 78                  Euros 78                have been made to make payment at
     Student Day Workshop S1                                                               Euros 30                  Euros 30                the registration desk.

1. Join AMEE for one year at no extra cost. Details will be supplied.                                                                     6. Cancellation policy for registration –
2. Student registration is only available to medical students and up to one year post-basic qualification only. It is not available for      a refund of previously paid
   those on postgraduate courses, except graduate entry to medicine.                                                                         registration fees will be made as
3. See list on page 27 and AMEE website for countries qualifying for special rate.                                                           follows:
4. Includes lunch and coffee breaks                                                                                                          • Notification in writing by 1 June
5. Includes coffee breaks only. Lunch is not provided if you attend both a morning and afternoon workshop.                                     2012: a full refund less Euros 60
                                                                                                                                               administration fee
AMEE is pleased to once again be working with Worldspan, a Professional Conference                                                           • Notification in writing by 1 July
Organiser, in the organisation of AMEE 2012. Worldspan will be managing the registration                                                       2012: a 50% refund
process both before the conference and onsite in Lyon.                                                                                       • Notification after 1 July: no refund
                                                                                                                                               can be given
Payment: Payment may be made by credit card (a 3.5% card handling fee will be
applied) or by bank transfer (accepting both sender and recipient bank charges) in                                                        7. Cancellation policy for Pre-conference
                                                                                                                                             workshops and AMEE-ESME Courses:
Euros only. Please ensure that bank transfers are remitted to the Worldspan account                                                          AMEE will make every effort to resell
as detailed on the invoice and not to the AMEE account. If you request an invoice to be                                                      your place on a pre-conference
sent to your institution, please make sure accurate details are provided. Payment should                                                     workshop/AMEE-ESME Course but
be remitted to Worldspan prior to commencement of the conference. Only by prior                                                              cannot guarantee a refund will be
agreement may payment be made onsite at the registration desk.                                                                               possible.

                                                                                                                                          8. This contract is governed by the
We strongly recommend you take out insurance to cover any potential loss of registration                                                     laws of Scotland.
fees, travel and accommodation costs that might result from any medical condition or
accident that may preclude your attendance at the conference.

abstract submission
How you can contribute                        Short communications: Simultaneous,            note: If successful and evaluated
                                              themed sessions are included throughout        positively by participants, ePosters may
to the programme                              the programme, with approximately              be extended to other subject areas in
                                              six presentations per session. Each            future years.
Please submit abstracts online by             presentation is 10 minutes, followed by
selecting the ‘AMEE 2012 Abstracts’ link      five minutes for questions. A discussion       AMEE Fringe: Approximately 15 minutes
from the website                period is included at the end of some          is allocated for each presentation. There
An automatic email confirmation will be       sessions. Abstracts of maximum 250             is no prescribed format, and presenters
sent. If this is not received within 1 hour   words should be structured as follows:         may use the time however they wish,
please contact             Background, Summary of work, Summary           with an emphasis on interactivity and
Abstract submissions may cover any topic      of results, Discussion, Conclusions,           engagement with the audience. Abstracts
in medical and healthcare professions         Take-home messages. The deadline for           of maximum 250 words should be
education relating to undergraduate/basic     submission is 12 March 2012.                   submitted by 12 March 2012.
training, postgraduate/specialist training
or continuing professional development/       Presentation with Poster: Posters are          Conference workshops: Workshops
continuing medical education. Abstracts       mounted throughout the Conference.             are either 1.5 or 1.75 hours’ duration,
are invited for presentation in the formats   Presenters are asked to give a two minute      and should be highly interactive and
listed below. For further information on      presentation of the key messages of the        participative. Abstracts of maximum
all presentation formats please see the       poster in themed sessions around the           250 words should be structured as
website. All abstracts are reviewed by        poster boards, followed by a general           follows: Background, Who should
three reviewers.                              discussion. Abstracts of maximum 250           attend, Structure of workshop, Intended
                                              words should be structured as follows:         outcomes, Level (introductory/
research papers: Themed sessions              Background, Summary of work, Summary           intermediate/advanced). The deadline for
reporting original research, four             of results, Discussion, Conclusions,           submission is 12 March 2012.
presentations per session. Each               Take-home messages. The deadline for
presentation is 12 minutes, followed          submission is 12 March 2012.
by eight minutes for questions and
discussion. Time is allocated at the end      ePosters on an eLearning
of the session for general discussion.        theme: Posters on eLearning
Abstracts of maximum 500 words should         themes only will be grouped
be structured as follows: Introduction,       together for presentation electronically
Methods, Results, Discussion,                 on display screens. Presenters will
Conclusions. Up to two references may         have two minutes to introduce the key
be included. The deadline for submission      messages of their poster, following which
is 19 January 2012. Abstracts will
be reviewed by three reviewers and
                                              there will be an opportunity for questions
                                              and discussion. Participants will be able to
                                                                                               Acceptance of abstracts
feedback given.                               review the ePosters at their convenience         • Submitters of abstracts accepted
                                              at any time during the Conference. It will         will be notified by 30 April;
Phd reports: Presentations based              not be necessary to bring a printed poster
                                              to the Conference, and those accepted            • Only one presenter per abstract
on the participant’s PhD thesis, four                                                            may be indicated when submitting
presentations per session. Each               for presentation will be given instructions
                                              as to how to submit posters electronically.        except for conference workshops;
presentation is 12 minutes, followed
by eight minutes for questions and            Abstracts of maximum 250 words should            • Presenters should register by
discussion. Time is allowed at the end        be structured as follows: Background,              1 June;
of the session for general discussion.        Summary of work, Summary of results,
                                              Discussion, Conclusions, Take-home               • Presenters should be available
Abstracts of maximum 500 words should
                                              messages. The deadline for submission is           to present between 1030 hrs on
be structured as follows: Introduction,
                                              12 March 2012.                                     Monday 27 August and 1200 hrs
Methods, Results, Discussion,
                                                                                                 on Wednesday 29 August;
Conclusions. Up to two references may be
included. The deadline for submission is                                                       • The final programme will be
19 January 2012.                                                                                 available in July.                                                                                                                            
what is amee?
AMEE is an association for all with an interest in medical and healthcare
professions education, with members throughout the world. AMEE’s interests
span the continuum of education from undergraduate/basic training, through              who to contact:
postgraduate/specialist training, to continuing professional development/
continuing medical education.                                                           All aspects of the academic programme including
                                                                                        abstracts: AMEE
•    Conferences: Since 1973 AMEE has been organising an annual conference,             email: web:
     held in a European city. The conference now attracts over 2800 participants
     from 80 countries.                                                                 Conference registration, Exhibition applications,
                                                                                        Accommodation, tours and social programme:
•    Courses: AMEE offers a series of courses at AMEE and other major medical           Worldspan
     education conferences relating to teaching, assessment, research, elearning        email: web:
     and simulation in medical education.

•    ASPIRE:     AMEE is pleased to be associated with the ‘Medical Schools
     Programme for International recognition of Excellence in Education’, to be
     launched in 2012. Schools will be invited to apply for recognition of excellence
     in three areas: Assessment; Student Engagement; and Social Accountability
     and responsibility. See                              deadline dates
•    MedEdWorld:        AMEE’s exciting new initiative has been established             19 January   Submissions: research papers and
     to help all concerned with medical education to keep up to date with                            Phd report abstracts
     developments in the field, to promote networking and sharing of ideas and
     resources between members and to promote collaboration internationally.            31 March:    Close of nominations for Miriam
     see                                                                         Friedman ben-david New Educator
•    Medical Teacher:          AMEE produces a leading international journal,
                                                                                        12 March     Submissions: Short communications,
     Medical Teacher, published 12 times a year, included in the membership fee
                                                                                                     conference workshops, poster, secrets
     for individual and student members.
                                                                                                     of success and fringe abstracts;
•    Education Guides: AMEE also produces a series of education guides on                            Last date to apply for free registration
     a range of topics, including best Evidence Medical Education guides reporting      30 April     Acknowledgement of accepted
     results of bEME Systematic reviews in medical education.                                        abstracts and free registration awards;
                                                                                                     Notification of Miriam Friedman
•    Best Evidence Medical Educaton (BEME): AMEE is a leading                                        ben-david New Educator Award
     player in the bEME initiative which aims to create a culture of the use of
     best evidence in making decisions about teaching in medical and healthcare         31 May       Last date to book accommodation,
     professions education.                                                                          otherwise availability cannot be

membership categories                                                                   31 May
                                                                                        8 June
                                                                                                     End of early registration
                                                                                                     deadline for registration by presenters
Individual and Student Members (£85/39 a year): receive                                              to ensure abstract included in the
Medical Teacher (12 issues a year, hard copy and online access), free membership of                  programme
MedEdWorld, discount on conference attendance and discount on publications.
                                                                                        31 July      Last date to book exhibition space
Institutional Membership (£200 a year): receive free membership                                      Last date to book tours/social events
of MedEdWorld for the institution, discount on conference attendance for
members of the institution and discount on publications.

                   If you would like more information about AMEE and its activities, please contact the AMEE Office:
       Association for Medical Education in Europe (AMEE), Tay Park House,  Perth Road, Dundee DD LR, UK
                  Tel: + (0)  Fax: + (0)  Email:

To top