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th er l e ere
me c
intdicaonf
e l na du nc
ea tio ca e
din na tio
2012
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
professions
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
www.amee.org
www.amee.org
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.
www.amee.org
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)
www.amee.org
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
messages.
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 amee@worldspan.co.uk.
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.
www.amee.org
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?
(CIDMEF)
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 www.amee.org. 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 www.amee.org et 2012. Le programme en français inclut une dans le cadre des deux manifestations, les
celui de la SIFEM www.sifem.net. 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) www.amee.org 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).
www.amee.org
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,
MornInG
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;
LuNCH
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
AfTernoon
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
eVenInG
Lyon Conference Centre;
Opening Ceremony
and Reception at Lyon
Conference Centre
www.amee.org
AfTernoon MornInG AfTernoon MornInG
The
The
Essential Skills in Medical Education (ESME)... continued Essential Skills in Medical Education (ESME)
TeAcher
TeAcher
Course
Course
www.amee.org
Using theory in medical Workplace-based Assessment Debriefing for Simulation Based Enhancing SP encounters:
The
education research of teachers Learning: An ASPE workshop An ASPE workshop
PCW1
TeAcher
PCW31
PCW20
PCW11
rESEArCH &
SIMuLATION
SCHOLArSHIP
Essential Skills in Medical Education Simulation (ESMESim) Research Essential Skills in Medical Education (RESME)
Course
Course
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
PCW2
PCW32
PCW21
PCW12
rESEArCH &
rESEArCH &
rESEArCH &
SCHOLArSHIP
SIMuLATION SCHOLArSHIP
SCHOLArSHIP
I had a dream: CPD Office as the
cPd
cPd
cornerstone for value creation Defining skills of Lifelong Learning Scholarship and innovation in medical education (CAME)
PCW3
PCW33
PCW22
Teaching Preclinical Subjects Improving presentations: Strategies to improve your Team-Based Learning
performance as a facilitator
PCW4
Say it better and show it better from A-Z
PCW34
PCW23
PCW13
LEArNINg
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)
PCW5
Organizational Change
PCW35
PCW24
Programme
LEArNINg MAnAGeMenT
Veterinary collaboration in the age of Web2.0 Essential Skills in Computer-Enhanced Learning (ESCEL)
A ViEW workshop
Course
PCW25
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
PCW6
learning tools for medical educators
PCW36
PCW26
PCW14
Curriculum as conversation: Engaging Introduction to Competency-Based Outcome-Based course design Social accountability
PCW7
and modifying hidden curriculum Outcomes Education of medical schools
PCW37
PCW27
PCW15
pre-conference workshops & courses
Exercising Empathy: Program evaluation – learning to 21st Century From 4000 outcomes to one
Art and health together Curriculum Planning
PCW8
determine if your program is successful coherent interactive map
PCW38
PCW28
PCW16
ELEArNINg CurrICuLuM CurrICuLuM
Publishing results of scholarly work Essential Skills in Medical Education Essential Skills in Medical Education Assessment (ESMEA)
Assessment (ESMEA)... continued
Course
Course
PCW39
rESEArCH &
Measurement and improvement Assessing student competence Measurement of Clinical Skills: Sequential testing –
PCW9
of the OSCE with the Mini-CEX Advanced topics practical application
PCW40
PCW29
PCW17
Lyon Confere
Developing High-quality Single-best-
n
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
PCW41
PCW30
PCW18
PCW10
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 &
cPd
ce Centre
Basics in CME/CPD
ArT &
scIence
PCW42
PCW19
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
(CEFSS)
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
menaces
DM5: Pourquoi et comment utiliser
les techniques de simulations
hautes fidélités dans nos
dispositifs de formation?
www.amee.org
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)
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.
www.amee.org
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!
0 www.amee.org
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.
www.amee.org
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
www.amee.org
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
Singapore)
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 (drcstefan@hotmail.com). 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
www.amee.org
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
www.amee.org
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
www.amee.org
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).
fee).
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.
www.amee.org
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
www.sifem.net. 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
simulation
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 www.amee.org 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.
www.amee.org
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
(CIDMEF)
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-
gique.
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
continu.
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)
menaces
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.
www.amee.org
main programme
Monday 27 August Session 2
1030-1215: Session 3
1345-1530:
– 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
www.amee.org
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.
0 www.amee.org
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
0815-1000:
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,
addressed.
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
www.amee.org
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
www.amee.org
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;
nomination.
• 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 amee@dundee.ac.uk 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.
professions;
• 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 www.amee.org. 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 www.amee.org). 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 www.amee.org
a quiz, the answers to which can be found on the posters. or contact amee@worldspan.co.uk.
For further information on Awards and Prizes, please see www.amee.org.
www.amee.org
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- http://www.diplomatie.gouv.fr/en/ 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 amee@worldspan.co.uk 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:
http://www.amee.org/index.asp?llm=163
www.amee.org
accommodation
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
https://www.etouches.com/amee2012.
All enquiries should be directed to
Worldspan Group, Tel: +44 (0)1745 828400.
Email: amee@worldspan.co.uk.
www.amee.org
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 https://www.etouches.com/amee2012.
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
Email: amee@worldspan.co.uk
www.amee.org
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 dundee.ac.uk) 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
registration.
www.amee.org
registration
register online by following the link on the AMEE homepage (www.amee.org). 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: amee@worldpsan.co.uk 25-29 August 2012 to be held in Lyon,
France.
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
below.
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.
www.amee.org
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 www.amee.org. 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 amee@dundee.ac.uk. 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.
www.amee.org
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: amee@dundee.ac.uk web: www.amee.org
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: amee@worldspan.co.uk web: www.amee.org
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 www.aspire-to-excellence.org. 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 www.mededworld.org. Friedman ben-david New Educator
Award
• 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
guaranteed
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: amee@dundee.ac.uk
0 www.amee.org www.amee.org
