conference booklet asm 2019...conference booklet asm 2019 sustainability, transformation and...

CONFERENCE BOOKLET ASM 2019

Sustainability, Transformation

and Innovation in

Medical Education

3rd - 5th July 2019

SEC Exhibition Way, Glasgow G3 8YW

#asmeasm2019

SPONSORED BY

BANK

Lomond Auditorium

Concourse

Hall 1

Boisdale 2

Etive

Fyne

Boisdale 1

Alsh 1 Alsh 2

Hall 2

Carron 2Carron 1

MEZZANINE

Dochart 2 Dochart 1

Lomond Auditorium

M4M2

No Entry

SPEAKER PREVIEW

Registration

Main Entrance & Exit to Transport Hub

To MELISSA Training Bus (Thursday only)

Cloakroom Lifts Toilets Posters

FIRST FLOOR

Please use this handy floorplan to help you find your way around ASM 2019.

GROUND FLOOR

KEY

SEC GLASGOW

3

Contents

Page

Welcome to the ASM 2019 4

Plenary Speakers 5

Pre-Conference Sessions (Wednesday Morning) 8

Intra-Conference Sessions (Thursday Morning) 10

Intra-Conference Sessions (Thursday Afternoon) 15

Social Events 21

Pop-Up Events 22

Parallel Sessions (Wednesday) 40

Parallel Sessions (Thursday) 42

Parallel Sessions (Friday) 44

ePosters 46

SPONSORED BY

4

TM

Welcome to the ASM 2019!

Dear Delegates

Welcome to the 2019 Annual Scientific Meeting, Sustainability, Transformation and Innovation in Medical Education.

The ASME Annual Scientific Meeting encompasses the continuum of medical education, from undergraduate through postgraduate and continuing medical education.

This conference is a forum for all medical/healthcare educators with undergraduate, postgraduate or CPD responsibilities and interests. It is an opportunity to report and discuss themes, research and initiatives with colleagues from the UK and abroad.

This year’s programme has been developed with the Steering Group which has responded to delegate feedback from this conference over the last few of years. The conference continues to offer excellent opportunities for delegates to discuss innovations in medical/healthcare education as well as offering excellent networking opportunities.

THIS YEAR’S PROGRAMME INCLUDES:

• A variety of pre and intra-conference sessions.

• Keynote presentations, including the Lord Cohen Lecture and ASME Gold Medal 2019

• Parallel sessions including presentations by ASME award winners

• Poster presentations including new for 2019, e-Posters

• The awarding of the Sir John Ellis Student prize for 2019

• Sessions from our Special Interest Groups

• Pop-Up events – returning for 2019

• Relevant exhibitors from all areas of medical education

• Social events, including the Welcome Reception and Annual Dinner and the joint JASME/TASME social event

We do hope you enjoy this year’s conference. As always, we value your feedback and will be in touch after the event to ask you to complete a short questionnaire giving your view of this year’s event.

Best wishes

ASME Events Team

Visitor Wi-Fi – How to connect to the wireless network: Search for SEC Wi-Fi and connect for free Please note this is to check emails and browse only. If you wish to download purchase a voucher from the SEC Information desk located on the concourse.

We recommend you book taxis via Glasgow taxis by telephone: 0141 429 7070 Online – www.glasgowtaxis.co.uk Download their app – search for ‘Glasgow Taxis’

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Professor Annie Cushing Professor Annie Cushing qualified at the London Hospital Dental School in the mid-1970’s and worked for almost 20 years as a dental clinician, researcher and teacher. In 1991, prior to publication of the first ‘Tomorrow’s Doctors’, she changed career and pioneered innovative spiral communication skills curricula for both the medical and dental schools at Barts and The London. BLSMD was the first medical school to introduce objective structured clinical examinations (OSCEs) in 1993 as part of MBBS qualifying examinations.

Her career has focused on scholarly activity, strategic support at an Institutional level for curriculum evolution and staff development, the outcome of which was recognized as a major component of the successful CETL Award in 2005 from the Higher Education Funding Council for England (HEFCE) for clinical and communication skills healthcare education.

She has been adviser to the GMC Professional Linguistics Assessment Board for assessment of International Medical Graduates since 1996, and recently served on the GMC Assessment Advisory Board. She was a founder member of the UK Medical Interview Teaching Association and was its Course Director and Co-Chair between 1998-2003, delivering residential courses in experiential training for senior doctors from across all specialities. Between 2005-10 she chaired the UK Council on Clinical Communication in Undergraduate Medical Education, to promote good practice and develop national consensus on curriculum standards. In 2011, she led a project for the Medical Schools Council, UK Assessment Alliance to pilot an assessment for EU doctors’ communication skills.

She has acted as adviser to the Royal College of Physicians (RCP) and National Clinical Assessment Service (NCAS) on education and assessment, and given presentations to education developers and advisers to ministers of health from the USA, Australia, Japan, Norway, Jordan, Georgia and Azerbaijan.

Her research spans both qualitative and quantitative methodologies including randomised controlled and cohort trials evaluating GTA programmes and an NIHR funded educational intervention for working with patients with psychosis. In 2014 her expertise on student-centredness in education for patient-centred care, was recognised in a keynote invite from the European Association on Communication in Healthcare. She is author of chapters on communication skills education in six academic texts

In recent years, she has evolved Patient Forums and Public Engagement interventions to bring the patient voice into communication education at Barts and The London.

Professor Cushing has been awarded the ASME Gold Medal 2019, and this plenary at the ASM has been kindly sponsored by Elsevier.

Plenary Speaker Biographies

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Plenary Speaker Biographies

Professor Shafi Ahmed

Professor Shafi Ahmed is a multi-award winning surgeon, teacher, futurist, innovator and entrepreneur. He is a 3x TEDx speaker and is faculty at Singularity University. He has delivered over 250 keynotes in 30 countries.

His PhD thesis was on colorectal cancer genetics and he has been awarded 4 honorary PhD’s. He is a cancer surgeon at Barts and the London Medical School and has been awarded the accolade of the most watched surgeon in human history. As a dedicated trainer, educator, and Associate Dean of Bart’s Medical School, he was awarded the Silver Scalpel award in 2015 as the best national trainer in surgery by the Association of Surgeons in Training. He is currently serving as an elected member of council of the Royal College of Surgeons of England where he is the Director of the International Surgical Training Programme. He is an honorary visiting professor at The University of Bradford where he delivered the Cantor Lecture of Technology in 2017 and the public lecture to open the Digital Health Enterprise Zone.

In 2017 he was the top British Asian star in Tech and received this award from HRH Duke of York. In 2018 he was awarded The Future NHS award by the Members of Parliament.

His mission is to merge the world of medicine, global education, and virtual and augmented reality to democratize and scale surgical education to make it affordable and accessible to everyone using the power of connectivity to allow equitable surgical care. He cofounded Medical Realties who have just released the world’s first VR Interactive Surgical Training Module. He is a non-executive director of Medic Bleep, a communications platform for healthcare professionals GPDQ an online medical platform. He is an advisor for governments and major blue chip companies working in Pharma, Digital Health, Artificial intelligence, Robotics and Blockchain.

He recently disrupted the traditional medical school curriculum by launching the Barts X Medicine Programme which has embedded future technologies and entrepreneurship into the medical school. He’s also chairman and a co-founder of the Global Innovation and New Technologies conference in London and Chair of WEBIT Health, Bulgaria.

He has recently been appointed as CEO of SAMD University Hospital in Bolivia, the first Digital hospital in South America.

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Dr Lindsey Pope

Dr Lindsey Pope graduated from Glasgow University medical school in 1997. She initially pursued a career in Emergency Medicine before ‘seeing the light’ and deciding to train as a GP. On completion of her GP training in 2004, she was seconded to the Scottish Government to work on Implementation of the New Deal for Junior Doctors. Following this, she was appointed as an Academic Fellow within NHS Education for Scotland, beginning her career in medical education.

She became a GP Partner in 2006 based in Port Glasgow Health Centre and combined her clinical work with teaching Vocational Studies and Communication Skills for the medical school. Initially teaching undergraduates in her practice, she became a postgraduate GP trainer and Foundation Supervisor in 2009. Her own experience as a clinical educator led to her undertaking her Doctorate in Health Professions Education utilising Activity Theory to study the continuum of medical education in a GP setting.

She is the Head of GP teaching at the University of Glasgow medical school as well as the Director of Professionalism and Vocational Studies. She is an examiner for the Royal College of GPs and an Education Associate for the GMC. She is on the Executive of the SAPC UK GP Heads of Teaching Group and the UK Council of Teachers of Professionalism. She is a member of the joint Scottish Government/Board for Academic Medicine group ‘Increasing undergraduate education in primary care’.

Her recent work has explored the tension between teaching and clinical service and she has a particular interest in the link between education and recruitment and retention of doctors within the health service.

Professor Olle (Th.J.) ten Cate, PhD Olle ten Cate attended medical school at the University of Amsterdam, the Netherlands and has spent his professional life from 1980 serving medical education. In 1986 he completed a PhD dissertation on peer teaching in medical education. Until 1999 he was closely involved with all of the University of Amsterdam’s major preclinical and clinical curriculum reforms, education research, program evaluation and educational development.

In 1999 he was appointed full professor of Medical Education at Utrecht University, the Netherlands, and program director of undergraduate medical education at University Medical Center Utrecht. From 2005 to 2017 he was founder and director of the Center for Research and Development of Education at UMCU. His research interests include curriculum development, peer teaching, competency-based medical education, and many other topics in health professions education.

From 2006 until 2012 he served as president of the Netherlands Association for Medical Education (NVMO). In 2012 was appointed adjunct professor of medicine at the University of California, San Francisco, next to his work in Utrecht, to execute a collaborative doctoral program in health professions education. He has published extensively in the medical education literature (350+), supervises many doctoral students in health professions education research (30+ current and past) and received numerous international invitations to speak.

He serves on the editorial boards of Medical Teacher and the Journal of Graduate Medical Education, and is a Fellow of the Association for Medical Education in Europe. In 2017, he received the John P. Hubbard Award of the US National Board of Medical Examiners for his work related to assessment in medical education, the NVMO Han Moll Penning life-time award for services to health professions education development and research, and in 2018 the first biennial international Ian R. Hart Award for innovation in medical education.

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Start of Conference Workshops/sessions

The following intra-conference sessions will run simultaneously between 1030 and 1200 hrs and delegates can sign up for them on the day. There is no extra charge for attending these sessions.

Educator Development Committee:

Presenting skills for new presenters – a personal development opportunity for the novice presenter

Leads: Dr Mark Lillicrap, Dr Simon Gay

Presenting to a large audience at a national conference is challenging particularly for first timers – and we have all been there!

Effective oral communication is a crucial skill for all health professionals, particularly those interested in research who need to explain their work to others.

Often in the clinical environment when less experienced clinicians rehearse their presentation their supervisors concentrate on the content and message of the presentation and overlook the personal style and communications skills of the presenter.

Very few people naturally possess outstanding presentation skills from the outset. Most presenters are anxious about their presentation skills and about handling any questions posed by the “expert” audience. However, practice and receiving specific feedback can improve performance.

This workshop is aimed at those presenting this year at the ASME ASM who would like the opportunity to rehearse. It is expected that you will run through your presentation “in real time” and receive feedback from the panel and from the audience in true constructive educational style!

We are here to help and support you so that you can develop additional confidence in the delivery of your work prior to the “real thing”.

Education Research Committee:

Support for Budding Researchers

Leads: Dr Alison Ledger, Dr Alison Steven

Are you thinking about starting a new research project, or have you ‘hit the buffers’ on an early existing research project?

Looking for some help, a place to discuss issues or get inspiration?

Experienced members of ASME’s Education Research Committee (ERC) are offering this interactive session to provide support for new ‘MedEd’ researchers, or those planning to try new directions or methods. You can bring specific questions or issues about your (intended) project to the session and discuss these with researchers and peers who have experience in different fields of educational research.

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Session Descriptors Wednesday Sessions 1030 – 1200 hrs

Alsh 1

2 Alsh 2

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Session Descriptors Wednesday Sessions 1030 – 1200 hrs

JASME/TASME:

Career Pathways in Medical Education

Leads: Rosie Patterson, Ryan Devlin, Monica Parker

As in previous years, JASME and TASME are joining resources to run our pathways workshop at the ASM 2019. The career pathway in medical education is often convoluted and without established frameworks or traditional positions at the end of it. Unlike a medical specialty, it is almost never a straight line and often a companion to training rather than the sole focus. For more junior attendees of the ASME ASM, whom the future of medical education rests upon, it can be confusing to navigate the various opportunities presented to them, and we hope to alleviate some of this through description of cases from those at different stages of involvement with medical education and take apart some of the difficult terminology surrounding it. Trainees have little exposure to this type of support in training programmes, so this workshop will act as a valuable forum to listen, discuss and form their own career action plans.

3 Boisdale 1

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The following intra conference sessions will run simultaneously between 1040 and 1210 and delegates can sign up for them on the day. There is no extra charge for attending these sessions.

Masterclass with Professor Annie Cushing Feedback Conversations for Learning

Feedback is essential for learning. Roleplay is used to practice interactions, reflect on behaviours and identify their effect on outcomes. It offers the opportunity to reinforce effective actions and modify those that are counterproductive.

Reflection ‘in action’ enables choices to be made about next steps. Reflection ‘on action’ assesses the process at the end of the interaction. Unless the learner has the opportunity to repeat and put the new learning into deliberate practice, learning is not consolidated (Kolb, Boud, Ericsson).

All facilitators experience the challenge of when to stop a roleplay for reflection ‘in-action’ and feedback in order to support learners’ progress. They also report finding some students and situations a particular challenge and this workshop will look at some of these interesting examples.

Junior Association for the Study of Medical Education:

What makes a successful pastoral care programme? Leads: Rosie Patterson, Ryan Devlin

The workshop will be aimed at the full spectrum of attendees at the ASM and will be an interactive, discussion-based session considering the question ‘What makes a successful pastoral support programme?’ The workshop will be run by committee members from the Junior Association for the Study of Medical Education, and will be aimed at individuals who are interested in creating and improving pastoral support systems within their institution – student or professor. The workshop will encourage attendees to reflect upon various current pastoral support programmes, the challenges and benefits each programme presents, and to design their own successful pastoral support programme. The aim is to inspire individuals to get involved in the practical development of pastoral support within their own organisation in order to support student and trainee well-being.

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Session Descriptors Thursday Morning Sessions 1040 – 1210 hrs

Alsh 1

2 Carron 1

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Innovative, Interesting and Prize Winning Work

Leads: Professor Colin Macdougall, Dr Mark Lillicrap

The ASME Educator Development Committee (EDC) exists to support and promote the professional development of teachers, trainers and learners in medical education.

This session combines presentations from:

o The winners of the Education Innovation Award 2018 o Educator Development Award Winners 2018 o Plus the two presentations judged the most interesting and innovative in the conference.

Come along to learn, be enlightened and perhaps enthused to apply for an EDC award next year.

10:40-10:45 Welcome

Prof Colin Macdougall (Committee Chair)

Dr Mark Lillicrap (Committee Deputy Chair)

10:45–11:00 Education Innovation Award Winner 2018 (10 minutes)

Fiona Osborne Back to reality: Exploring the use of reality television as an adjunct to case-based learning with undergraduate medical students

Q&A session

11:00- 11:30 Educator Development Award Winners 2018 (2 x 10 minutes each)

Gerens Curnow Up the Creek - Teaching in Challenging Environments

Dr Gina Hadley Eradicating Neurophobia

Q&A session

11:30-12:10 Abstract presentations - Innovative and interesting work (2 x 10 minutes each)

Jennifer Peal How the Gender Imbalance Impacts Female Cardiologists

Q&A

Stephanie Daley Time for Dementia – A new way of seeing

Q&A

12:10 Close

Prof Colin Macdougall

3 Carron 2

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Health Education South London:

Using ‘Sparkling Moments’ and Graphic Medicine in guided reflective practice for Professional Development, Resilience and Faculty Development

Lead: Dr Linda Miller

This workshop offers a Positive Psychology inspired reflective practice that removes the need for words and allows the clinician the freedom to draw, representing a case as picture –a cartoon. Cartoons have been a method of communication from prehistoric times till present day and transcends cultural and geographical boundaries. This peer group reflection enforces a sense of community of practice.

University of Leeds:

Future proofing clinical placements. How can we transform and develop innovative placements that are sustainable?

Leads: Dr Jane Kirby, Dr Alison Brown, Dr Jason Ward

The workshop will facilitate discussion of the challenges that different medical schools face in providing clinical placements to students of all years. It will then explore specific examples from the University of Leeds and other medical schools, across primary, secondary and community care as well as examples of Third Sector initiatives.

It will explore how current placements can be made more sustainable. For example, weekend and evening working with increasing seniority, increased use of non-medical staff especially in primary care and community, and peer teaching especially in lower years.

Areas of placement transformation will be discussed including the introduction of new placements such as radiology and expanding non-traditional placements.

Innovation in placement delivery will be discussed including use of other providers including private providers, personalised placements and the use of simulation.

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Alsh 2

5 Boisdale 1

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Research Methodology Group:

Choosing the appropriate methodology for your study

Leads: Dr Anne-Marie Reid, Professor Susan Jamieson, Dr Valerie Farnsworth

The workshop offers the opportunity to interactively debate different methodological approaches to research, and to provide participants with support in choosing appropriate methodological tools.

Experienced members of the RMG will reflect on their own research and explain the rationale for their chosen methodology in a recent project. The presenters will each discuss the basis of their methodological approach, justification for this in the light of the research questions and any challenges which arose.

Workshop participants will work in groups to share experiences of methodological decisions they have made and any challenges arising from these. The group discussions will be facilitated by members of the RMG. Each group will feedback on one of their chosen methodologies and discuss the pros and cons of this approach. The plenary will support participants with reading and wider resources to support future decisions in choosing their methodology.

Mindfulness in Medical Education:

How to teach wellbeing skills to medical students: Lesson Plans and Learning Objectives

Lead: Dr Helen Bintley

This workshop will provide participants with a clearer understanding of how to teach medical students about wellbeing. The workshop will include an overview of current wellbeing strategies present in the literature and a case study of how one institution teaches mindfulness to medical students. We will then consider several ‘lesson plans’ outlining how to teach these skills in this context.

The workshop aims to trigger debate about what encompasses wellbeing, how to teach these complex skills to a specific student population, and what the challenges might be of doing so. It is also designed to be practical and to encourage participants to feel more confident to teach medical students about wellbeing more effectively.

Technology Enhanced Learning:

Lights, Camera…..Curriculum Mapping System Live and in Action! Leads: Professor Colin Lumsden, Dr Kevin Brandom

This will be an interactive workshop where participants will be guided on the process of curriculum mapping and work through their own examples in order to appreciate the challenges and benefits of mapping. Attendees should be familiar with the principles of outcomes-based curricula, learning outcomes, be familiar with their own programmes.

6 M2

7 Dochart 1

8 M4

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AoME@ASME:

Professional standards for medical educators for the next decade: a workshop

Leads: Julie Browne, Jacky Hayden

During this practical workshop, the background and context to the recent growth in the development of professional standards throughout medicine, particularly within medical education, will be presented. The workshop will explore the views of delegates about what they consider to be the most important values and areas of professional activity undertaken by medical educators. It will also attempt to identify whether there have been any significant changes in the key values shared by all medical educators, and the areas of activity routinely undertaken by medical educators at all levels of seniority.


How can theory help us? Exploring Normalization Process Theory (NPT) as a tool for implementing new ideas in practice and education

Leads: Professor Tracy Finch and Dr Alison Steven

Educational initiatives can at times be viewed as ‘interventions’ aimed ultimately at changing or improving practices. But how the ‘learning’ gained through education becomes implemented into practice is a complex and difficult area for study. This workshop will focus on a body of work from outside the discipline of medical education –which we hope will stimulate alternative ways of thinking and new ideas.

The workshop will provide participants with an introduction to Normalization Process Theory (NPT) as a tool for thinking through implementation projects, with reference to broader approaches in Implementation Science.

NPT is a theory for understanding the implementation, embedding and integration of new practices, that emphasises the collaborative nature of implementation ‘work’. Through group work, participants will apply and critique NPT based tools for designing, implementing and evaluating innovations in practice. The workshop will provide an opportunity to critique ideas from NPT through application to examples that can include case studies from participants’ own work.

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Boisdale 2

10 Dochart 2

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Session Descriptors Thursday Afternoon Sessions 1635 – 1805 hrs

The following intra conference sessions will run simultaneously between 1635 and 1805 and delegates can sign up for them on the day. There is no extra charge for attending these sessions.

Writing for Publication

Medical Education and The Clinical Teacher Journals Editors Workshop Leads: Jill Thistlethwaite, Kevin Eva, Iris Poessé

Writing for publication in health professions education is an important skill, essential in developing an evidence base of practice, for broad dissemination of findings and raising the quality of healthcare education. Peer-review is a defining component of scholarly practice and proof of writing success is often a requirement for promotion when applying for funding and providing evidence of professional impact. However, for both novice and experts alike, writing for publication can be a challenging experience as competition for publication is fierce and the standards in the field continue to rise.

In this workshop journal editors share their experiences and knowledge of the field of publishing. They will aim to provide authors (or potential authors) with a better understanding of what makes a good paper, where the common pitfalls lie with respect to writing and submitting papers, and what goes on ‘behind the scenes’ of the publication process. The potential benefits of unravelling some of the mysteries of the submission and review process include an increased understanding of what it takes to publish in medical education journals specifically and the scientific literature more broadly.

Workshop participants will be asked to consider the following questions and issues: (1) What problems are commonly encountered? (2) What makes a good paper? Why do papers get accepted or rejected? (3) What happens to a paper during the review process? (4) Issues of style; (5) Ethical aspects of publication.

Through this they will gain knowledge regarding what health professional education research journal editors are looking for, how to maximize the chance of publication success, and strategies for writing clearly.

MASTERCLASS with Professor Olle ten Cate

Using entrustment-supervision scales in the assessment of clinical trainees

A proper use of entrustable professional activities in clinical training requires entrustment decisions based on assessment. Entrustment can be translated to a scale that incorporates levels of supervision. Several such entrustment-supervision (ES) scale have been proposed and used. This workshop will review these scales. A distinction will be made between retrospective and prospective ES-scales. Participants will be asked to apply both types of scales to imaginary trainees.

1 Alsh 2

2 Alsh 1

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Trainees in the Association for the Study of Medical Education:

Teaching Innovation and Excellence (TIE) Award – Prize Session

Leads: Jennifer Parker, Monica Parker

This is a session of oral presentations for the TIE prize, which celebrates talent and ingenuity by those embarking on a career in medical education. Abstract submissions are assessed and selected on merit ahead of the conference, and judged on the day.

The TIE prize offers a forum to recognise innovation and bolster sustainability in medical education through sharing those experiences.

Our overarching aim is to promote and celebrate educational excellence. We would encourage attendance from anyone who is curious to see contemporary ideas and fresh faces in the world of medical education.

The Finalists:

• Elizabeth Mullen - Liverpool Student Doctor Simulation Event (LivDocSim)

• Cleone Pardoe - ‘Studybuddy’; an educational board game to facilitate undergraduate students’ learning and revision of dermatology

• Laura Horne - Developing an out-of-hours teaching programme for medical students and an interdisciplinary teaching dementia crash course

• Sophie Butler - ‘PsychEDUp’: a seven-week multidisciplinary volunteer-led evening course for third year MBBS students

• Housam Monla-Haidar - A cost-effective and high-quality technological solution to teaching ophthalmology to medical students in the clinical setting

3 Dochart 1

4 Carron 1

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Research Paper Award 2019

Leads: Professor Clare Morris, Dr Anne-Marie Reid

This session gives the shortlisted applicants a chance to present their paper, followed by a chaired question-and-answer session.

The aim of this event is to showcase high-quality medical education research, to recognise the presenters, and to enthuse and inspire delegates.

16.35 Welcome & explanation of criteria for judging presentations.

Dr Anne-Marie Reid

Research Paper Award Finalists

15 minutes talk and 5 minutes Q&A per paper

16.50-17.10 How can tomorrow's doctors be more caring? A phenomenological investigation H Gillespie

17.10-17.30 PERFORM: Performance Enhancing Routines for Optimising Readiness using Metacognition for the Management of Acutely Unwell Patients H Church

17.30-17.50 Supervised workplace learning in postgraduate medical training: a realist synthesis A Wiese

17.50-18.00 Voting: Attendees vote individually for winner and runner-up; ERC collect voting papers for counting; winner announced later in conference. Dr Anne-Marie Reid

18.05 Close Dr Anne-Marie Reid

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How to develop and sustain a career in medical education

Leads: Dr Simon Gay, Dr Pippa Watson

This workshop is designed for early/ mid-career stage educationalists.

It will explore career pathways in medical education highlighting opportunities and challenges along the way. In particular it will focus on sustainability- how to achieve this through (amongst other things) accessing and building support networks.

Gloucestershire Academy, University of Bristol

Messy Play; Exploring the use of creativity as a teaching tool in medical education Leads: Dr Clare Oliver, Dr Phil Davies, Dr Abigail Samuels

Early pre-school education focuses on ‘messy play’ as a creative way to learn new skills and ideas. This sensory and hands on approach with its use of creative materials stimulates learning and sparks curiosity in the pre-school students. In medical education there are more limited opportunities for students to get their hands ‘messy’ in this way. Creative play (modelling, painting etc) not only acts as an alternative to more traditional teaching styles but can also encourage our students to be creative problem solvers when they embark upon their clinical work. At Gloucestershire Academy, University of Bristol, we have used a creative modelling element in our teaching through the use of modelling clay and ‘fake blood’ to create wounds and ulcers. Addition of creative play has increased both positive feedback from students and demonstrated improved performance in post teaching evaluation when compared to traditional teaching methods.

This interactive workshop aims to explore the use of creativity in medical education as well as presenting ideas on how to design and deliver an interactive and creative session. There will be an emphasis on participation and the sharing of ideas surrounding creative play in medical education. Participants will have the chance to get their hands ‘messy’ and design their own hands on creative teaching session during the workshop.

5 Carron 2

6 Boisdale 1

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7 Boisdale 2

8 Dochart 2


Resuscitation Council UK

Supporting communities to live well - Establishing a successful community outreach initiative and the hidden benefits

Leads: Laura Smith, Jason Carlyon, James Nicolson

Within the recently published NHS long term plan there is a focus on supporting communities to live well. Medical school community outreach projects can make an important contribution in helping achieve this goal and provide additional benefits for students.

In the UK 1:5 adults will witness someone collapse who needs immediate CPR. Unfortunately in the UK out-of-hospital cardiac arrest survival is just 8.6%. Good bystander CPR and early defibrillation are the two biggest factors that affect survival in out-of-hospital cardiac arrest. In 2018 the University of Leeds launched ‘Eight Minutes to Save a Life’, a collaborative project which ran in conjunction with, the Resuscitation Council (UK)’s global Restart a Heart Day. The project was delivered jointly by staff and students from the Medical School with support from a number of external organisations.

The purpose of the project was to:

• Promote bystander CPR & AED use among local communities

• Give medical students ‘on the go’ teaching experience with the general public

• Form new and effective partnerships to support future community outreach projects

The project yielded a number of benefits for both the community and medical students involved. The project raised the profile of the Medical School across the city, facilitated the formation of new partnerships, and trained 1100 members of the public to perform CPR & AED. The benefit to students has been to enhance their communication skills, improve their confidence, knowledge and clinical skills whilst gaining valuable teaching experience at an early point in their training.

This workshop will draw on our experience of this project and student evaluation data to consider how community based initiatives can be incorporated into clinical education curricula. The workshop will be delivered in conjunction with the Resuscitation Council UK who have supported this project.

Medical Educators Involved in Student Support

Self-help, Apps and Social Prescribing. A workshop to help us help our medical students and trainees Leads: Dr Pam Hagan, Dr Shirley Rigby

There is a need for effective support at all stages of training, and recent literature reports that exposure and engagement with effective support and development programmes at early stages of the training journey is more likely to result in trainees seeking help when they may need it. It is crucial then that those who support our trainees are aware of the current areas of best practice and resources available.

This workshop will give the opportunity for exploration into areas of current best practice and dissemination of new initiatives and approaches to supporting our medical students and trainees. In addition there will be the opportunity to hear the student voice and to try out some resources and to learn some new skills. Note at one of the stations participants may want to use their mobile devices to explore available Apps.

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Postgraduate Taught Programmes

Collaboration in masters programmes: how do we do it and why is it important? Leads: Gill Aitken, Annie Noble

We know that postgraduate study can be transformational to those who undertake it and that the benefits go far beyond the academic award obtained. This is largely due to the discursive approach adopted in the delivery of these programme. We will discuss how this is approached in our own programmes and encourage others to share their own experiences.

MELISSA Training and Simulation Bus Showcase Leads: Simon Beacham, Jill Cassells

Join the team on the MELISSA Training and Simulation Bus for an introduction to the facility they provide to clinicians and educators to help take training out to hard to reach places and professions. On-board MELISSA you’ll find everything from the latest simulation equipment, a clinical suite and control room, as well comfortable seating areas and a range of educational tools. MELISSA is suitable for all types of training and ideal for reaching teams in more remote and rural parts who sometimes don’t have easy access to training facilities or would have to travel.

N.B. The MELISSA team are available all day to greet you, this is specific slot for those that want to go at an allotted time.

9 M4

10 Conference Centre Entrance

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Welcome Reception

It is our pleasure to offer you a welcome drink and canapes reception served from 1800-2000 in Hall 2 of the SEC

Entry is included in all Whole Conference registrations and registrations including the Wednesday.

Venue: Hall 2, SEC, Glasgow - Wednesday 3rd July, from 1800-2000

Join us for drinks, networking and a ceilidh featuring Scottish music and dancing!

JASME/TASME Social

Join our JASME and TASME committees for their annual ASM social at Barca Tapas and Cava Bar, Princes Square, Glasgow, Wednesday 3rd July from 2000, after the welcome reception.

This event is for anyone keen to come and meet fellow junior doctors and students with an interest in medical education.

The venue is a 30 minute walk from the conference and splitting Ubers is also an option. (www.barcatapas.co.uk)

Venue: Princes Square (2nd Floor), 48 Buchanan Street, Glasgow G1 3JN

Annual Dinner This year’s annual dinner will take place at 1599 at the Royal College of Physicians and Surgeons of Glasgow, Thursday 4th July.

The evening will commence in the Princess Alexandria Room from 1930-2000 with pre-dinner drinks followed by a delicious 3 course dinner in the College Hall.

Guests will be treated to a variety of Scottish-themed entertainment throughout the evening.

Venue: 232-242 St Vincent Street, Glasgow G2 5RJ

Please note that this is a pre-booked event – if you are unsure if you are attending please ask a member of the ASME team who will check if you are registered

Exhibitors

Social Events

Thanks to Altus Assessments CASper our main conference sponsor

Thanks to Elsevier for supporting our

Gold Medal Award 2019

Thanks to WILEY for supporting our

welcome reception

Thanks to Tunnock’s for their donation

Altus Assessments CASper

Academy of Medical Educators

AMEE

Anatomage

Elsevier

Imperial College London

Insimu

JASME & TASME

Medical Education

Newcastle University

The Clinical Teacher

University of Bristol

University of Manchester

22

POP-UP EVENTS Annual Scientific Meeting 2019

What are the pop-up events? These sessions are about sharing good ideas: practice innovations, looking for research or teaching collaborators, the launch of ASME’s new special interest groups. These pop-ups present a networking opportunity, putting you in the room with others interested in the same field. AS you will see, there is a variety of events to choose from. The following pages will help you to choose which events you may like to attend.

When are they?

Wednesday 1430-1515hrs (tea and coffee will be served during this session) Thursday 1315-1400hrs Friday 0925-1010hrs

Where are they?

Each pop-up descriptor will tell you which room it is being held in.

What do you need to do to attend?

Sign-up sheets will be available at the registration desk for the events on a day by day basis. Please sign up to register your intent to attend on the morning of the relevant event. Then, head to the room for the start time and enjoy!

Thank you to all our pop-up eventers!

Wha

t’s

Po

pp

ing

Up

?

"Tra

inin

g t

he T

rain

er"

cour

ses

in t

he N

HS:

Ti

ckin

g t

he b

oxe

s o

r en

hanc

ing

tra

inin

g?

Do

yo

u ru

n a

‘Tra

inin

g t

he T

rain

er’ c

our

se in

the

NH

S o

r ha

ve y

ou

bee

n re

qui

red

to

at

tend

one

? Si

nce

2012

, GM

C T

rain

er R

eco

gni

tio

n re

qui

rem

ents

fo

r na

med

clin

ical

an

d e

duc

atio

nal s

uper

viso

rs in

po

stg

rad

uate

med

ical

ed

ucat

ion

have

fo

rmal

ised

re

qui

rem

ents

of

‘Tra

inin

g t

he T

rain

er’ c

our

ses.

So

- d

oes

yo

ur c

our

se e

ngag

e cl

inic

ians

, dev

elo

p e

duc

atio

nal s

kills

and

enh

ance

tra

inin

g?

Ho

w w

ell a

re w

e ca

teri

ng

for

the

need

s o

f ne

w a

nd e

xper

ienc

ed e

duc

ato

rs in

the

NH

S? C

om

e an

d s

hare

idea

s fo

r g

oo

d p

ract

ice

in e

ffec

tive

‘Tra

inin

g t

he T

rain

er’ c

our

ses

and

exp

lore

ho

w t

he

ASM

E E

DC

mig

ht s

upp

ort

tra

iner

dev

elo

pm

ent

in t

he N

HS.

W

hen/

Whe

re?

Wed

nesd

ay 3

rd J

uly,

143

0-15

15, D

ocha

rt 1

W

ho s

houl

d a

tten

d?

Eve

ryo

ne d

evel

op

ing

and

del

iver

ing

‘tra

inin

g t

he t

rain

er’ p

rog

ram

mes

fo

r p

ost

gra

dua

te m

edic

al e

duc

atio

n, c

linic

al a

nd e

duc

atio

nal s

uper

viso

rs, t

hose

invo

lved

in

, or

resp

ons

ible

fo

r, tr

aine

r d

evel

op

men

t in

the

NH

S.

Eve

nt L

ead

s:

Cath

erin

e Be

nnet

t, M

ark

Poul

son

& M

ark

Lilli

crap

on

beha

lf of

the

ASM

E Ed

ucat

or D

evel

opm

ent C

omm

ittee

(ED

C)

Wed

nesd

ayDoc

hart

1

Wha

t’s

Po

pp

ing

Up

?

If a

sses

smen

t d

rive

s le

arni

ng, h

ow

sho

uld

w

e as

sess

our

stu

den

ts f

or

sust

aina

bili

ty?

Wit

h fin

al e

xam

s fo

cuse

d o

n th

e un

sust

aina

ble

'dia

gno

se, t

reat

, dis

char

ge'

mo

del

, m

ore

sus

tain

able

fo

rms

of

clin

ical

pra

ctic

e su

ch a

s ca

re p

lann

ing

, life

styl

e m

edic

ine,

co

-cre

atio

n, s

oci

al p

resc

rib

ing

, sys

tem

s d

esig

n, p

atie

nt a

dvo

cacy

and

pat

ient

ed

ucat

ion

are

bei

ng p

ushe

d t

o t

he p

erip

hery

of

our

und

erg

rad

uate

cur

ricu

la. C

an w

e co

llect

ivel

y p

ut t

his

rig

ht?

Whe

n/W

here

? W

edne

sday

3rd

Jul

y, 1

430-

1515

, Doc

hart

2

Who

sho

uld

att

end

? C

linic

ians

and

ed

ucat

ors

wit

h an

inte

rest

in d

rivi

ng s

usta

inab

le h

ealt

hcar

e ed

ucat

ion

thro

ugh

asse

ssm

ent

pra

ctic

es.

Alt

houg

h th

e le

arni

ng o

utco

mes

tha

t w

e w

ill b

e w

ork

ing

on

are

fro

m t

he G

MC

, the

p

roce

ss a

nd m

any

of

the

asse

ssm

ent

item

s sh

oul

d b

e su

itab

le f

or

allie

d h

ealt

hcar

e p

rofe

ssio

nal e

duc

ato

rs.

Eve

nt L

ead

: Ka

thle

en L

eedh

am-G

reen

Wed

nesd

ayDoc

hart

2

25

Wha

t’s

Po

pp

ing

Up

?

Smo

oth

ing

Tra

nsit

ions

- E

xcel

lenc

e to

Tr

aged

y A

n in

tera

ctiv

e d

iscu

ssio

n lo

oki

ng a

t ho

w w

e ca

n su

pp

ort

tra

inee

s d

urin

g t

rans

itio

ns

fro

m m

edic

al s

tud

ent

thro

ugh

F1 t

o F

2 -

AN

D B

EY

ON

D. W

e w

ill r

evie

w p

ote

ntia

l o

pp

ort

unit

ies

avai

lab

le t

o s

upp

ort

tra

inee

s fr

om

a v

arie

ty o

f as

pec

ts. W

e w

ill t

hen

cons

ider

wit

h an

ano

nym

ised

cas

e st

udy

wha

t ex

celle

nt s

upp

ort

can

be

off

ered

fro

m

an e

ntire

org

anis

atio

n b

ut s

till

trag

ical

ly f

ail t

o r

ealis

e th

at t

rain

ees

need

sup

po

rt a

s th

ey t

rans

itio

n o

ut o

f a

pro

gra

mm

e to

o.

Whe

n/W

here

? W

edne

sday

3rd

Jul

y, 1

430-

1515

, Boi

sdal

e 1

W

ho s

houl

d a

tten

d?

Med

ical

Sch

oo

l fac

ulty

who

sup

po

rt la

ter

year

s o

f m

edic

al s

cho

ol

Foun

dat

ion

Scho

ol f

acul

ty/

trai

nees

Med

ical

stu

den

ts

Eve

nt L

ead

: Cl

are

van

Ham

el

Wed

nesd

ayBoisd

ale 1

Wha

t’s

Po

pp

ing

Up

?

"Bri

ngin

g t

he h

eart

and

so

ul b

ack

to

med

icin

e": T

he D

oct

or

as a

Hum

anis

t p

roje

ct

The

mo

re t

echn

ical

the

tea

chin

g o

f m

edic

ine

is, t

he m

ore

nec

essa

ry t

he h

uman

isti

c si

de

bec

om

es; m

edic

ine

is a

t th

e cr

oss

road

s b

etw

een

Scie

nce

and

the

hum

anit

ies;

an

unce

rtai

n sc

ienc

e, p

erha

ps.

Thi

s P

op

-Up

eve

nt w

ill h

ave

two

sec

tio

ns. F

irst

, a s

hort

vi

deo

rec

ord

ed a

t th

e 2n

d T

he D

oct

or

as a

Hum

anis

t sy

mp

osi

um (M

osc

ow

, Ap

ril

2019

) will

sho

w w

hat

we

are

do

ing

to

bri

ng b

ack

the

hum

anit

ies

to m

edic

al

educ

atio

n; t

o a

sk “

why

” th

e hu

man

itie

s ar

e so

imp

ort

ant,

and

“ho

w”

we

can

rein

tro

duc

e th

em t

o m

edic

al e

duc

atio

n. S

eco

nd, w

e w

ish

to d

ebat

e th

ese

top

ics

to

rais

e in

tere

st a

nd e

xten

d o

ur c

om

mun

ity.

W

hen/

Whe

re?

Wed

nesd

ay 3

rd J

uly,

143

0-15

15, C

arro

n 2

Who

sho

uld

att

end

? O

pen

to

all

tho

se in

tere

sted

in t

he m

edic

al h

uman

itie

s, o

r an

yone

who

wan

ts t

o fi

nd

out

mo

re a

bo

ut t

he s

ubje

ct.

Eve

nt L

ead

: Jo

nath

an M

cFar

land

Wed

nesd

ayCarron 2

Wha

t’s

Po

pp

ing

Up

?

Ho

w c

an m

edic

al s

tud

ent

teac

hing

on

cons

cien

tio

us o

bje

ctio

n b

e m

ade

mea

ning

ful a

nd p

ract

ical

ly u

sefu

l?

Co

nsci

enti

ous

ob

ject

ion

is o

ften

pre

sent

ed a

s an

eth

ical

dile

mm

a fo

r d

oct

ors

, wit

h tw

o c

our

ses

of

acti

on

– o

pti

ng in

or

op

ting

out

of

abo

rtio

n ca

re, r

eflec

ting

the

g

ener

al p

ola

rise

d m

ora

l sta

nce

on

abo

rtio

n. B

ut t

he is

sue

is m

ore

co

mp

lex

for

do

cto

rs, w

ho n

eed

a m

ore

nua

nced

und

erst

and

ing

in o

rder

to

bes

t se

rve

thei

r p

atie

nts.

By

pre

sent

ing

the

issu

e in

ter

ms

of

a sc

ale

rath

er t

han

a p

ola

rise

d e

thic

al

issu

e th

is w

ork

sho

p w

ill e

xplo

re h

ow

to

fac

ilita

te c

aref

ul t

hink

ing

ab

out

co

nsci

ence

an

d a

bo

rtio

n, c

ove

ring

leg

al, e

thic

al a

nd p

ract

ical

asp

ects

, inc

lud

ing

ho

w t

o

resp

ectf

ully

exe

rcis

e th

e ri

ght

to

op

t o

ut o

f ab

ort

ion

care

. W

hen/

Whe

re?

Wed

nesd

ay 3

rd J

uly,

143

0-15

15, A

lsh 2

W

ho s

houl

d a

tten

d?

Med

ical

eth

ics

and

law

and

/or

pro

fess

iona

lism

ed

ucat

ors

. Wo

men

's h

ealt

h, s

exua

l he

alth

, ob

stet

rics

and

gyn

aeco

log

y cu

rric

ula

lead

s an

d c

linic

al t

each

ers.

Hea

lthc

are

pro

fess

iona

ls a

nd s

tud

ents

. E

vent

Lea

d:

Corr

ina

Hor

an

Wed

nesd

ayAlsh 2

Wha

t’s

Po

pp

ing

Up

?

No

n-m

edic

s in

med

ical

ed

ucat

ion

- do

we

have

a s

pec

ial i

nter

est

(gro

up)?

C

linic

al t

each

ers

fro

m n

on-

med

ical

bac

kgro

und

s ha

ve d

iffer

ent

educ

atio

nal

dev

elo

pm

enta

l nee

ds

com

par

ed t

o t

heir

med

ical

ly t

rain

ed c

olle

ague

s. T

his

was

a k

ey

find

ing

of

a re

cent

do

cto

ral t

hesi

s, a

nd s

om

ethi

ng t

hat

is n

ot

add

ress

ed w

ithi

n cu

rren

t A

SME

pro

visi

on.

Op

po

rtun

itie

s fo

r ne

two

rkin

g, c

olla

bo

rati

ng, p

eer

sup

po

rt

and

ded

icat

ed a

nd t

ailo

red

sta

ff d

evel

op

men

t o

pp

ort

unit

ies

are

esse

ntia

l to

the

se

teac

hers

. Ho

wev

er, s

uch

op

po

rtun

itie

s ar

e d

ifficu

lt t

o id

enti

fy w

hen

wo

rkin

g in

ed

ucat

ion

dep

artm

ents

whe

re t

here

are

few

tea

cher

s fr

om

pro

fess

iona

l bac

kgro

und

s o

ther

tha

n m

edic

ine.

Thi

s ne

ed c

oul

d b

e fu

lfille

d b

y th

e es

tab

lishm

ent

of

a d

edic

ated

SI

G f

or

thes

e te

ache

rs.

Whe

n/W

here

? W

edne

sday

3rd

Jul

y, 1

430-

1515

, Car

ron

1 W

ho s

houl

d a

tten

d?

Any

one

wit

h an

inte

rest

in t

his

area

, wo

rkin

g a

cro

ss a

ny a

rea

of

med

ical

ed

ucat

ion.

We

feel

it w

oul

d b

e o

f p

arti

cula

r in

tere

st t

o t

hose

ed

ucat

ors

who

co

me

fro

m

bac

kgro

und

s o

ther

tha

n m

edic

ine.

E

vent

Lea

d:

Soni

a Bu

ssey

Wed

nesd

ayCarron 1

Wha

t’s

Po

pp

ing

Up

?

Pai

ntM

E -

UV

bo

dy

pai

ntin

g in

Med

ical

E

duc

atio

n

This

wo

rksh

op

s sh

ines

a li

ght

on

new

ap

pro

ache

s to

ana

tom

ical

bo

dy

pai

ntin

g. U

V

pai

nt c

an b

e la

yere

d o

n to

p o

f o

r b

enea

th t

he n

orm

al b

od

y p

aint

. Thi

s m

eans

tha

t st

ruct

ures

tha

t ar

e su

per

ficia

l or

dee

p c

an b

e p

aint

ed in

the

sam

e vi

ew. T

he

wo

rksh

op

will

sho

wca

se h

ow

UV

pai

nt c

an b

e ut

ilise

d t

o d

emo

nstr

ate

mus

cle

tens

ion

and

pre

sent

s a

mo

re w

et, v

isce

ral a

pp

eara

nce

whe

n co

mp

ared

to

no

rmal

bo

dy

pai

nt.

Dis

cuss

ion

will

cen

tre

aro

und

po

tent

ial u

ses

in u

nder

gra

dua

te a

nd p

ost

gra

dua

te

curr

icul

a, in

clud

ing

med

ical

deg

rees

and

med

ical

ed

ucat

ion

cert

ifica

tio

ns.

Whe

n/W

here

? W

edne

sday

3rd

Jul

y, 1

430-

1515

, Alsh

1

Who

sho

uld

att

end

? A

nyo

ne w

ith

an in

tere

st in

clin

ical

ski

lls, a

nato

my

or

art

wit

h m

edic

al e

duc

atio

n.

Eve

nt L

ead

: G

abrie

lle F

inn

Wed

nesd

ayAlsh 1

Wha

t’s

Po

pp

ing

Up

?

Whe

re d

oes

Blo

om

’s T

axo

nom

y in

ters

ect

wit

h d

igit

al li

tera

cy?

Lear

ning

and

G

oo

glin

g a

s a

med

ical

pro

fess

iona

l and

as

a m

edic

al s

tud

ent

This

ses

sio

n ex

plo

res

how

pro

fess

iona

l med

ics

sear

ch o

nlin

e fo

r in

form

atio

n b

eyo

nd

thei

r ex

per

tise

. In

help

ing

stu

den

ts f

orm

a c

orp

us o

f m

edic

al k

now

led

ge,

we

feel

un

easy

if t

hey

can

just

Go

og

le it

, yet

may

be

mo

re w

illin

g t

o t

rust

a m

edic

al

pro

fess

iona

l who

Go

og

les.

Whe

re is

the

line

bet

wee

n le

arni

ng a

nd G

oo

glin

g, a

nd

how

do

es B

loo

m’s

Tax

ono

my

help

diff

eren

tiat

e? W

e in

vite

yo

u to

try

lear

ning

-se

arch

ing

tas

ks, t

o o

bse

rve

how

exp

erti

se g

uid

es d

igit

al li

tera

cy. W

e ho

pe

to

gen

erat

e a

shar

ed t

axo

nom

y o

f o

nlin

e re

sour

ces

and

pra

ctic

es, g

athe

red

acr

oss

un

iver

siti

es, a

nd t

o b

uild

a f

ram

ewo

rk o

f d

igit

al li

tera

cy f

or

med

ical

stu

den

ts.

Whe

n/W

here

? Th

ursd

ay 4

th J

uly,

092

5-10

10, B

oisd

ale

2 W

ho s

houl

d a

tten

d?

Teac

hers

of

med

ical

und

erg

rad

uate

s M

edic

al p

rofe

ssio

nals

wit

h an

inte

rest

in d

igit

al li

tera

cies

E

vent

Lea

d:

Tere

se B

ird

Thursd

ayBoisd

ale 2

Wha

t’s

Po

pp

ing

Up

?

My

Thin

king

Jo

urne

y: T

each

ing

Clin

ical

Sk

ills

and

wha

t ac

tual

ly w

ork

s.

The

ped

ago

gy

we

cho

ose

to

fo

llow

or

igno

re w

hen

teac

hing

clin

ical

ski

lls, a

nd t

he

imp

ort

ance

of

wha

t w

ork

s. H

ow

I ha

ve d

evel

op

ed m

y te

achi

ng u

sing

the

ped

ago

gy

I ha

ve a

cqui

red

on

my

'thi

nkin

g a

nd r

easo

ning

jour

ney'

whi

le d

oin

g a

Mas

ters

in M

ed

Ed

. W

hen/

Whe

re?

Thur

sday

4th

Jul

y, 0

925-

1010

, Doc

hart

1

Who

sho

uld

att

end

? A

nyo

ne in

volv

ed/i

nter

este

d w

ith

Sim

ulat

ion/

Clin

ical

ski

lls t

each

ing

, eit

her

hand

s o

n,

assi

stin

g o

r o

rgan

isin

g t

each

ing

. Peo

ple

invo

lved

/int

eres

ted

in C

linic

al S

kills

tea

chin

g

curr

icul

um d

esig

n. A

nyo

ne w

ho is

inte

rest

ed in

ho

w t

he p

edag

og

y p

lays

into

the

la

b/c

linic

al s

kills

/sim

ulat

ion

envi

ronm

ent.

E

vent

Lea

d:

Shab

ana

Youn

as

Thursd

ayDoc

hart

1

Wha

t’s

Po

pp

ing

Up

?

Sust

aini

ng m

edic

al s

tud

ents

' eng

agem

ent

and

wel

lbei

ng t

hro

ugh

po

siti

ve a

nd

incl

usiv

e le

arni

ng a

nd b

ehav

iour

m

anag

emen

t st

rate

gie

s M

edic

al t

each

ers’

ski

lls in

fac

ilita

ting

a p

osi

tive

lear

ning

env

ironm

ent,

thr

oug

h th

eir

effe

ctiv

e m

anag

emen

t o

f re

sour

ces,

tim

e, g

roup

dyn

amic

s an

d t

he w

ider

dem

and

s o

f cl

inic

al-b

ased

tea

chin

g, c

an im

pac

t si

gni

fican

tly

on

stud

ents

’ eng

agem

ent,

p

arti

cip

atio

n an

d in

clus

ion

wit

hin

the

lear

ning

pro

cess

. Usi

ng e

vid

ence

sp

ecifi

c to

un

der

gra

dua

te m

edic

ine

and

my

ow

n ex

per

ienc

es o

f tr

aini

ng m

edic

al t

each

ers

in

po

siti

ve b

ehav

iour

man

agem

ent

stra

teg

ies,

thi

s ev

ent

will

aff

ord

op

po

rtun

itie

s fo

r co

lleag

ues

to d

iscu

ss t

he m

ain

issu

es in

thi

s ar

ea a

nd s

hare

exa

mp

les

of

go

od

and

in

nova

tive

pra

ctic

e (in

ter

ms

of

pra

ctic

al a

pp

roac

hes)

, as

wel

l as

the

pri

ori

ties

and

o

pp

ort

unit

ies

for

furt

her

rese

arch

. W

hen/

Whe

re?

Thur

sday

4th

Jul

y, 0

925-

1010

, Doc

hart

2

Who

sho

uld

att

end

? Th

is e

vent

will

be

of

inte

rest

and

val

ue t

o a

nyo

ne w

ho t

each

es u

nder

gra

dua

te

med

ical

stu

den

ts, b

ut p

arti

cula

rly

tho

se w

ho a

re c

om

mit

ted

to

pro

mo

ting

and

su

stai

ning

incl

usiv

e an

d p

osi

tive

lear

ning

and

tea

chin

g a

pp

roac

hes.

E

vent

Lea

d:

Nik

ki B

oyd

Thursd

ayDoc

hart

2

Wha

t’s

Po

pp

ing

Up

?

Be

wis

er a

bo

ut y

our

sup

ervi

sor:

ho

w t

o

eng

age

trai

nees

in c

ont

ract

ing

to

imp

rove

th

eir

educ

atio

nal e

xper

ienc

e E

duc

atio

nal s

uper

visi

on

is t

he c

orn

erst

one

of

sup

po

rt in

lear

ning

to

bec

om

e an

in

dep

end

ent

med

ical

pra

ctit

ione

r -

cons

ulta

nt o

r g

ener

al p

ract

itio

ner.

Trai

nees

fr

eque

ntly

rep

ort

a la

ck o

f ti

me,

eng

agem

ent

and

und

erst

and

ing

of

a co

mp

lex

syst

em o

f tr

aini

ng. W

e ex

plo

re w

ays

of

emp

ow

erin

g t

rain

ees

to e

nhan

ce t

heir

su

per

viso

ry r

elat

ions

hip

s th

roug

h th

eir

care

er.

Whe

n/W

here

? Th

ursd

ay 4

th J

uly,

092

5-10

10, B

oisd

ale

1

Who

sho

uld

att

end

? D

irect

or

of

Med

ical

Ed

ucat

ion

and

Clin

ical

Tut

ors

, Dep

uty

Dea

ns, H

ead

s o

f Sc

hoo

l an

d T

rain

ing

pro

gra

mm

e d

irect

ors

, ed

ucat

iona

l and

clin

ical

sup

ervi

sors

, tra

inee

s,

und

erg

rad

uate

sup

ervi

sor,

tuto

rs a

nd e

duc

atio

nal l

ead

ers.

E

vent

Lea

d:

Jo S

zram

Thursd

ayBoisd

ale 1

Wha

t’s

Po

pp

ing

Up

?

Cas

ualt

y, S

crub

s an

d G

rey'

s A

nato

my:

A

gui

de

to r

eal l

ife

as a

hea

lthc

are

pro

fess

iona

l?

Uni

vers

ity

app

licat

ions

fo

r b

oth

med

icin

e an

d n

ursi

ng p

lace

s ha

ve b

een

dec

linin

g

ove

r th

e p

ast

2 ye

ars.

Wit

h U

nive

rsit

y fe

es a

t re

cord

hig

hs, s

tud

ents

are

bo

th w

anti

ng

and

are

exp

ecte

d t

o k

now

mo

re a

bo

ut t

he r

ole

the

y ar

e ap

ply

ing

fo

r. Th

is p

op

up

even

t ai

ms

to u

nco

ver

heal

thca

re p

rofe

ssio

nals

' and

stu

den

ts' o

wn

exp

erie

nces

of

wha

t at

trac

ted

the

m t

o t

heir

ro

le a

nd h

ow

thi

s co

mp

ares

to

rea

lity.

Let

’s u

se o

ur

colle

ctiv

e m

ind

s to

dis

cuss

ho

w w

e ca

n b

est

educ

ate

pro

spec

tive

stu

den

ts o

n lif

e as

a

heal

thca

re p

rofe

ssio

nal a

nd t

he o

pti

ons

ava

ilab

le. Y

ou

bri

ng t

he id

eas,

sto

ries

and

o

pen

min

ds-

we’

ll b

ring

the

bis

cuit

s!

Whe

n/W

here

? Th

ursd

ay 4

th J

uly,

092

5-10

10, A

lsh 2

W

ho s

houl

d a

tten

d?

Med

ical

stu

den

ts a

nd d

oct

ors

A

llied

hea

lthc

are

stud

ents

and

pro

fess

iona

ls

Nur

sing

and

mid

wife

ry s

tud

ents

and

pro

fess

iona

ls

Eve

nt L

ead

s:

Lucy

Bax

ter &

Apr

il D

ivin

ey

Thursd

ayAlsh 2

Wha

t’s

Po

pp

ing

Up

?

Exp

lori

ng u

nco

nsci

ous

bia

s: d

evel

op

ing

te

achi

ng f

or

heal

thca

re f

acul

ty a

nd

stud

ents

Th

is w

ork

sho

p w

ill d

emo

nstr

ate

mul

tip

le t

echn

ique

s us

ed a

cro

ss t

hree

sep

arat

e st

rand

s o

f te

achi

ng b

y a

team

fro

m t

he U

nive

rsit

y o

f B

rist

ol M

edic

al S

cho

ol a

nd

Teac

hing

and

Lea

rnin

g f

or

Hea

lth

Pro

fess

iona

ls c

our

se. T

he t

each

ing

exp

lore

s m

etho

ds

of

pro

mo

ting

fac

ulty

and

stu

den

ts t

o e

xplo

re a

nd u

nco

ver

unco

nsci

ous

bia

s in

the

ir p

rofe

ssio

nal,

educ

atio

nal a

nd p

erso

nal l

ives

. To

pic

s co

vere

d w

ill in

clud

e th

e cr

eati

on

of

safe

sp

aces

, tec

hniq

ues

to c

om

bat

bia

s, a

nd h

ow

to

dev

elo

p a

nd u

se

chal

leng

ing

cas

e st

udie

s su

pp

ort

ed b

y TE

L. A

dd

itio

nally

, we

will

dis

cuss

ho

w t

o c

o-

dev

elo

p w

ith

stud

ents

and

3rd

sec

tor

org

anis

atio

ns t

o e

nsur

e in

clus

ivit

y is

at

the

core

th

e te

achi

ng.

Whe

n/W

here

? Th

ursd

ay 4

th J

uly,

092

5-10

10, C

arro

n 2

Who

sho

uld

att

end

? E

duc

atio

nal a

nd a

cad

emic

pro

fess

iona

ls in

volv

ed in

cur

ricu

lum

dev

elo

pm

ent

Tho

se t

each

ing

or

wit

h an

inte

rest

in e

qua

lity

and

div

ersi

ty

Stud

ents

or

staf

f in

tere

sted

in t

ackl

ing

hea

lth

ineq

ualit

ies

Tho

se s

upp

ort

ing

stu

den

ts a

nd w

ith

an in

tere

st in

cre

atin

g in

clus

ive

teac

hing

E

vent

Lea

d:

Jose

ph H

artla

nd

Thursd

ayCarron 2

Wha

t’s

Po

pp

ing

Up

?

Let’

s D

o S

om

e U

ltra

soun

d-G

uid

ed P

asta

C

annu

lati

on…

Th

e us

e o

f ul

tras

oun

d a

s an

ana

tom

y te

achi

ng a

dju

nct

is g

row

ing

at

a fa

st p

ace,

as

it

allo

ws

voca

tio

nal l

earn

ers

to p

ract

ise

imp

ort

ant

clin

ical

ski

lls. I

n th

is P

op

- U

p e

vent

, w

e w

ill u

se o

ur c

usto

m-m

ade

sono

gra

phi

c p

hant

om

s w

ith

a p

ort

able

ult

raso

und

sy

stem

to

pra

ctis

e ha

nds-

on

scan

ning

alo

ng w

ith

‘cen

tral

ven

ous

cat

hete

risa

tio

n’ o

f p

enne

pas

ta. T

hese

pha

nto

ms

are

qui

ck, e

asy

and

inex

pen

sive

to

dev

elo

p u

sing

co

mm

on

hous

eho

ld m

ater

ials

tha

t ca

n si

mul

ate

the

echo

gen

icit

y o

f ne

ck v

esse

ls w

ith

and

wit

hout

ath

ero

scle

roti

c p

laq

ues.

We

wo

uld

like

to

dis

cuss

no

t o

nly

the

usef

ulne

ss

of

educ

atio

nal u

ltra

soun

d, b

ut a

lso

the

po

tent

ial a

pp

licat

ions

of

cust

om

-mad

e im

agin

g p

hant

om

s.

Whe

n/W

here

? Th

ursd

ay 4

th J

uly,

092

5-10

10, A

lsh 1

W

ho s

houl

d a

tten

d?

Op

en t

o a

ll ed

ucat

iona

lists

wit

h an

inte

rest

in u

sing

ult

raso

und

as

a te

achi

ng a

dju

nct

in e

duc

atio

nal s

etti

ngs,

esp

ecia

lly u

nder

gra

dua

te v

oca

tio

nal d

egre

es, o

r an

yone

who

w

ants

to

find

out

mo

re a

bo

ut t

he s

ubje

ct.

Eve

nt L

ead

: O

uran

ia V

arso

u

Thursd

ayAlsh 1

Wha

t’s

Po

pp

ing

Up

?

A c

ont

inuu

m a

pp

roac

h to

tea

chin

g in

p

rim

ary

care

U

K g

ener

al p

ract

ice

has

bee

n d

escr

ibed

as

bei

ng ‘i

n cr

isis

’ wit

h th

e p

erfe

ct s

torm

of

unp

rece

den

ted

wo

rklo

ad p

ress

ures

and

rec

ruit

men

t d

ifficu

ltie

s. A

ran

ge

of

inte

rven

tio

ns h

ave

bee

n im

ple

men

ted

to

hel

p a

dd

ress

thi

s ch

alle

nge.

The

se in

clud

e ad

dit

iona

l med

ical

sch

oo

l pla

ces,

ad

dit

iona

l GP

tra

inin

g p

lace

s an

d e

xpan

sio

n an

d

upsk

illin

g o

f th

e p

rim

ary

heal

thca

re t

eam

.

Whe

n/W

here

? Th

ursd

ay 4

th J

uly,

092

5-10

10, C

arro

n 1

Who

sho

uld

att

end

? A

nyo

ne in

volv

ed in

or

inte

rest

ed in

ed

ucat

ion

in a

pri

mar

y ca

re s

etti

ng.

Eve

nt L

ead

s:

Hug

h A

lber

ti, L

inds

ey P

ope

& H

arish

Tha

mpy

Thursd

ayCarron 1

Wha

t’s

Po

pp

ing

Up

?

Exp

lori

ng t

he c

halle

nge

of

del

iver

ing

ac

cess

ible

CP

D t

o a

ll H

ealt

hcar

e P

rofe

ssio

nals

in a

fut

ure

do

min

ated

by

clim

ate

chan

ge

All

do

cto

rs u

nder

take

ext

erna

l CP

D t

o r

etai

n th

eir

licen

se t

o p

ract

ice.

Evi

den

ce

sug

ges

ts h

ow

ever

tha

t 70

% o

f he

alth

care

pro

fess

iona

ls r

egul

arly

mis

s ed

ucat

iona

l o

pp

ort

unit

ies,

30%

pan

ic b

oo

k fo

r p

oin

ts r

athe

r th

an c

ont

ent

whi

lst

90%

wis

h to

un

der

take

mo

re e

lect

roni

c o

r lo

cal e

vent

s to

min

imis

e ti

me

away

fro

m h

om

e an

d

fam

ily.

I wis

h to

pre

sent

and

dis

cuss

the

cha

lleng

es a

nd p

ote

ntia

l so

luti

ons

fo

r ad

dre

ssin

g

the

pre

sent

inef

fect

ive

use

of

stud

y le

ave

tim

e an

d b

udg

et w

hen

cons

ider

ing

the

as

soci

ated

tra

vel/

hote

l car

bo

n co

sts

whi

ch n

eed

to

be

incr

easi

ngly

just

ified

in a

wo

rld

w

here

eve

ryo

ne’s

pri

ori

ty m

ust

focu

s o

n re

duc

ing

the

ir e

nviro

nmen

tal f

oo

tpri

nt.

Whe

n/W

here

? Th

ursd

ay 4

th J

uly,

092

5-10

10, M

2 W

ho s

houl

d a

tten

d?

Hea

lthc

are

pro

fess

iona

ls t

hat

need

s to

und

erta

ke C

PD

fo

r ap

pra

isal

and

rev

alid

atio

n.

Any

one

who

has

an

inte

rest

in e

xplo

ring

so

luti

ons

to

red

uce

our

car

bo

n fo

otp

rint

in

heal

thca

re.

Eve

nt L

ead

: Ri

char

d H

ixso

n

Thursd

ayM2

PARALLEL SESSIONS Annual Scientific Meeting 2019

The parallel session timings for each paper are as follows: • 10 minutes presentation time

• 5 minute questions and answers

• 5 minute turnaround between presentations to allow movement between rooms if required

The sessions are chaired and timings will be strictly adhered to.

BOIS

DALE

13.

30 - 3

.50p

m3.

50 - 4

.10p

m4.

10 - 4

.30p

m4.

30 - 4

.50p

m4.

50 - 5

.10p

m5.

10 -5

.30p

m5.

30 - 5

.50p

m

Com

mun

icatio

n Sk

ills (

4); C

PD (3

)

H Fu

ller

Doct

ors a

s Sto

ryte

llers

- Pr

omot

ing

med

ical s

tude

nt

confi

denc

e, b

ody l

angu

age

and

stor

ytel

ling

skill

s thr

ough

pe

rform

ance

trai

ning

for o

ral

case

pre

sent

atio

nV

Wes

tcot

t

Mak

aton

in M

edici

ne-

Equi

ppin

g M

edica

l Stu

dent

s wi

th a

n Ad

ditio

nal M

eans

of

Com

mun

icatio

n

I Hib

ell,

M B

eatti

e

Teac

hing

diffi

cult

com

mun

icatio

n sk

ills t

hrou

gh

patie

nt e

ngag

emen

t: a

nove

l ap

proa

ch

F Gue

st

The

PHON

E Ch

eckl

ist - A

Tool

fo

r Tra

inin

g an

d Im

prov

ing

Tele

phon

e Co

mm

unica

tion

Betw

een

Doct

ors

A St

even

Cons

ider

atio

ns fr

om o

ver a

de

cade

of s

tudi

es in

to m

ento

r pr

epar

atio

n an

d ac

tivity

: the

un

expe

cted

cons

eque

nce

of

chan

ged

med

ical m

ind-

sets

.

L Mill

er

Trans

form

ing

refle

ctio

n fo

r CP

D an

d ap

prai

sal.

R Sh

orro

cks

Wha

t Con

tinui

ng

Prof

essio

nal D

evel

opm

ent

do q

ualifi

ed P

hysic

ian

Asso

ciate

s wan

t?

BOIS

DALE

23.

30 - 3

.50p

m3.

50 - 4

.10p

m4.

10 - 4

.30p

m4.

30 - 4

.50p

m4.

50 - 5

.10p

m5.

10 -5

.30p

m5.

30 - 5

.50p

m

Inte

rnat

iona

l Med

ical

Educ

atio

n (2)

Pa

tient

Voice

(3)

A Ha

ssel

l

Iden

tifyi

ng th

e le

arni

ng

need

s of P

rimar

y Car

e Ph

ysici

ans i

n re

mot

e ru

ral

com

mun

ities

usin

g an

et

hnog

raph

ic ap

proa

ch

AR M

orris

Proo

f of c

once

pt st

udy o

f sy

nchr

onise

d Pr

oble

m B

ased

Le

arni

ng b

etwe

en st

uden

ts

from

a U

K an

d Br

azili

an

med

ical s

choo

l

S M

aqbo

ol

Invo

lvin

g Pa

tient

s in

Post

-Qu

alifi

ed E

duca

tion

of

Train

ee G

Ps

A De

met

ri, F

Char

lton

Debr

ief E

ncou

nter

s of t

he

Third

Kin

d: Th

e ro

le o

f thi

rd

sect

or o

rgan

isatio

ns in

sim

ulat

ion

debr

iefin

g

F Cha

rlton

, A D

emet

ri

Prov

idin

g a

Patie

nt

Pers

pect

ive:

Pat

ient

In

volv

emen

t in

Misc

arria

ge

Sim

ulat

ion

Debr

iefin

g

CARR

ON 1

3.30

- 3.5

0pm

3.50

- 4.1

0pm

4.10

- 4.3

0pm

4.30

- 4.5

0pm

4.50

- 5.1

0pm

5.10

-5.3

0pm

5.30

- 5.5

0pm

UG M

edica

l Edu

catio

n - A

sses

smen

t

S Cu

rtis

Do G

atew

ay co

urse

s sup

port

unde

rrepr

esen

ted

stud

ents

ac

hiev

e th

eir p

oten

tial?

A

com

paris

on w

ith st

uden

ts o

n st

anda

rd m

edica

l deg

ree

cour

ses.

R D'

Silv

a

A ph

enom

enog

raph

ic ex

plor

atio

n of

wid

enin

g pa

rticip

atio

n st

uden

ts'

conc

eptio

ns a

nd e

xper

ienc

es

of su

cces

s at m

edica

l sch

ool.

P An

tona

cci

Enha

ncin

g th

e Te

st S

ecur

ity

of a

Hig

h-St

akes

Mas

s On

line

Test

AT M

isky

Eval

uatio

n of

the

Obje

ctiv

e St

ruct

ured

Kno

wled

ge

Asse

ssm

ent (

OSKA

) - a

nov

el

form

ativ

e as

sess

men

t too

l.

H St

even

son

Feed

back

in M

edica

l Ed

ucat

ion:

Stu

dent

sa

tisfa

ctio

n vs

impr

ovem

ent

in cl

inica

l ski

lls, A

ra

ndom

ised

cont

rolle

d tri

al.

MPL

R M

aras

ingh

e

Info

rmat

ion

seek

ing

be

havi

or o

f med

ical

unde

rgra

duat

es, S

ri La

nka

ALSH

23.

30 - 3

.50p

m3.

50 - 4

.10p

m4.

10 - 4

.30p

m4.

30 - 4

.50p

m4.

50 - 5

.10p

m5.

10 -5

.30p

m5.

30 - 5

.50p

m

Postg

radu

ate

Educ

atio

n

V Bl

ackh

all

An e

valu

atio

n of

take

-hom

e la

paro

scop

ic sim

ulat

ion

prog

ram

mes

in th

e UK

and

Ire

land

R Lo

cke

Cont

extu

al fa

ctor

s tha

t affe

ct

the

deve

lopm

ent o

f clin

ical

thin

king

in p

ostg

radu

ate

med

ical

educ

atio

n

B Ka

wai-C

alde

rhea

d, R

Chr

istie

Doct

ors a

s app

rent

ices -

a

nove

l clin

ical l

eade

rshi

p an

d m

anag

emen

t app

rent

icesh

ip

for f

ound

atio

n do

ctor

s

S Du

ke

Enab

ling

delib

erat

e pr

actic

e:

deve

lopm

ent o

f a w

eb-b

ased

sim

ulat

ion

of ra

diot

hera

py

targ

etin

g pr

ovid

ing

rapi

d in

divi

dual

ised

feed

back

to

Clin

ical O

ncol

ogy t

rain

ees

G Of

fiah

Gend

er in

Sur

gery

: Exp

lorin

g th

e id

entit

y for

mat

ion

of

fem

ale

surg

eons

' in

long

itudi

nal b

iogr

aphi

cal

narra

tives

D Ja

ckso

n

Getti

ng U

nder

the

Skin

of

GP Tr

aine

e Su

perv

ision

ALSH

13.

30 - 3

.50p

m3.

50 - 4

.10p

m4.

10 - 4

.30p

m4.

30 - 4

.50p

m4.

50 - 5

.10p

m5.

10 -5

.30p

m5.

30 - 5

.50p

m

Room

and T

hem

eW

edne

sday

3rd Ju

ly 20

19, 3

.30 -

5.50

pm

Awar

ds, G

rant

s and

Pr

izes

E St

ubbi

ng

Smal

l Gra

nts 2

017:

"P

rete

ndin

g I’m

com

pete

nt":

a

long

itudi

nal e

xplo

ratio

n of

m

edica

l stu

dent

s act

ing

and

perfo

rmin

g as

if p

rofe

ssio

nal

G Cu

rnow

Smal

l Gra

nts 2

018:

Is

ther

e a

prob

lem

in P

BL?

The

Inte

rnat

iona

l Stu

dent

Pe

rspe

ctiv

e

A La

idla

w

ASM

E/GM

C Ex

celle

nt M

edica

l Ed

ucat

ion

Awar

d 20

18 (U

G Ca

tego

ry):

Use

of e

mpa

thy m

aps

com

bine

d wi

th re

al p

atie

nt

enco

unte

rs in

med

ical e

duca

tion:

st

uden

t and

pat

ient

exp

erie

nces

V Fa

rnsw

orth

Smal

l Gra

nts 2

018:

Tran

sitio

ns

as tr

ansfo

rmat

ions

in le

arni

ng

orie

ntat

ions

and

the

role

of t

he

unde

rgra

duat

e m

edica

l cu

rricu

lum

V O'

Carro

ll

Smal

l Gra

nts 2

018:

Si

mul

ated

Pat

ient

s’ Ex

perie

nces

and

Per

spec

tives

of

an

Inte

rpro

fess

iona

l War

d Si

mul

atio

n

R Se

thi

New

Lead

ers A

ward

201

9:

@Be

com

inga

Dr -

wide

ning

pa

rticip

atio

n in

to m

edici

ne

DOCH

ART 2

3.30

- 3.5

0pm

3.50

- 4.1

0pm

4.10

- 4.3

0pm

4.30

- 4.5

0pm

4.50

- 5.1

0pm

5.10

-5.3

0pm

5.30

- 5.5

0pm

Prof

essio

nalis

m

K M

cCon

ville

Beco

min

g a

GP Tr

aine

r - t

he B

arrie

rs a

nd E

nabl

ers

P Ta

yler

-Hun

t

Capt

urin

g un

derg

radu

ate

med

ical s

tude

nt le

ctur

e at

tend

ance

: are

stud

ents

m

ore

willi

ng to

lie

onlin

e?

H Bi

ntle

y

Chal

leng

ing

valu

es a

nd

ques

tioni

ng n

orm

s:

Disc

ours

e in

LGBT

Q+

med

ical c

urric

ulum

L Ayl

ott,

G Fi

nn

Defin

ing

Prof

essio

nalis

m fo

r M

enta

l Hea

lth S

ervi

ces:

A

Qual

itativ

e St

udy

M Fy

fe, C

Dou

glas

s

Expl

orin

g Em

path

y:

Impl

icatio

ns fo

r Tea

chin

g

and

Asse

ssm

ent

M B

rown

Forg

ing

a ne

w id

entit

y:

expe

rienc

es o

f, an

d at

titud

es

towa

rds,

Phys

ician

As

socia

tes.

I Rod

d, S

Lync

h

Peel

ing

back

the

laye

rs:

Mak

ing

prof

essio

nalis

m

teac

hing

mea

ning

ful

ETIV

E3.

30 - 3

.50p

m3.

50 - 4

.10p

m4.

10 - 4

.30p

m4.

30 - 4

.50p

m4.

50 - 5

.10p

m5.

10 -5

.30p

m5.

30 - 5

.50p

m

Selec

tion

S Ku

lkan

i

An a

sses

smen

t of t

he im

pact

of

pre

-test

pre

para

tion

on

perfo

rman

ce in

the

UK

Clin

ical A

ptitu

de Te

st

(UKC

AT):

a na

tiona

l stu

dy.

K Al

exan

der

Brid

ging

the

cultu

ral d

ivid

e?

Expl

orin

g UK

scho

ol p

upils

' pe

rcep

tions

of m

edici

ne

R W

ebst

er

Care

ers i

n m

edici

ne -

the

Da

re 2

Doc

tor p

rogr

amm

e

B Ja

mil

Rela

tions

hip

betw

een

adm

issio

n cr

iteria

and

ac

adem

ic pe

rform

ance

: a

corre

latio

nal s

tudy

in

nurs

ing

stud

ents

EL R

ees

The

Influ

ence

of s

ocia

l ba

ckgr

ound

on

med

ical

scho

ol a

pplic

ants

' cho

ice: A

na

tiona

l qua

litat

ive

inte

rvie

w st

udy i

n th

e Un

ited

King

dom

M P

arke

r, J R

ober

ts

Wid

enin

g pa

rticip

atio

n to

m

edica

l sch

ool a

nd o

bjec

tivel

y im

prov

ing

know

ledg

e of

the

appl

icatio

n pr

oces

s: Im

pact

of

a on

e-da

y con

fere

nce

S Cu

rtis

Deve

lopi

ng a

sust

aina

ble

natio

nal a

ppro

ach

to

mea

sure

and

supp

ort

wide

ning

par

ticip

atio

n in

m

edica

l sch

ools

FYNE

3.30

- 3.5

0pm

3.50

- 4.1

0pm

4.10

- 4.3

0pm

4.30

- 4.5

0pm

4.50

- 5.1

0pm

5.10

-5.3

0pm

5.30

- 5.5

0pm

Teac

hing

, Lea

rnin

g &

Asse

ssm

ent o

n Cl

inica

l Rot

atio

ns

H M

cNei

lly

Confi

denc

e is

key :

coup

ling

new-

skill

coac

hing

with

fa

mili

ar te

rrito

ry

N De

vani

"How

did

I do

?" In

trodu

cing

a st

ruct

ured

app

roac

h to

del

iver

fe

edba

ck o

n m

edica

l stu

dent

cle

rkin

gs a

nd e

ncou

rage

"c

ompl

ete

clerk

ings

"

J Will

iam

s

Mak

ing

the

mos

t of t

he

reso

urce

s: A

n in

nova

tive

way

to co

nduc

t a st

uden

t hos

pita

l in

duct

ion

usin

g a

virtu

al to

ur

and

patie

nt in

terv

iews

N M

ayat

Prof

essio

nal i

dent

ity

form

atio

n du

ring

trans

ition

in

to cl

inica

l yea

rs: I

nter

actio

n be

twee

n th

e in

divi

dual

and

th

e so

cial

S Isr

eb

The

feas

ibili

ty o

f usin

g sy

nchr

onize

d vi

deo-

revi

ew

as a

tool

to e

nhan

ce th

e ed

ucat

iona

l util

ity o

f sur

gica

l tra

inin

g op

portu

nitie

s

K W

aite

, B H

ui

The

self-

repo

rted

conc

erns

an

d ob

ject

ives

of e

arly

cli

nica

l med

ical s

tude

nts

- a q

ualit

ativ

e st

udy.

C Jo

nes

Wha

t fac

tors

cont

ribut

e to

be

com

ing

a do

ctor

-in-

diffi

culty

? The

per

spec

tives

of

Foun

datio

n do

ctor

s.

DOCH

ART 1

3.30

- 3.5

0pm

3.50

- 4.1

0pm

4.10

- 4.3

0pm

4.30

- 4.5

0pm

4.50

- 5.1

0pm

5.10

-5.3

0pm

5.30

- 5.5

0pm

UG M

edica

l Edu

catio

n - T

each

ing &

Lear

ning

A Sk

idm

ore,

S A

ynsle

y

Sust

aina

bilit

y Mat

ters

: how

ca

n we

eng

age

our m

edica

l st

uden

ts in

thin

king

abo

ut

sust

aina

bilit

y iss

ues?

L Tin

g

The

dem

ise o

f dea

th-b

y-Po

werP

oint

: Int

erac

tive

peer

te

achi

ng a

nd g

amifi

catio

n

for m

edica

l stu

dent

s

I Ste

fano

va

The

Rise

and

Rise

of A

pps i

n M

edica

l Edu

catio

n

N Ga

jree

The

role

of B

alin

t gro

ups i

n un

derg

radu

ate

med

ical

educ

atio

n

A Go

sal

The

Wel

lnes

s Sca

le:

Eval

uatin

g th

e im

pact

of a

n in

nova

tive

tool

to su

ppor

t m

edica

l stu

dent

wel

lbei

ng

on cl

inica

l pla

cem

ent.

G Sh

arps

tone

Trans

form

ativ

e Le

arni

ng

and

Iden

tity i

n M

edica

l Ed

ucat

ion:

A D

rag

Pe

rspe

ctiv

e

S Br

yce,

K C

heem

a

Trur

o Tra

uma

Scrib

es: U

sing

Stud

ents

as S

crib

es to

In

crea

se E

xper

ienc

e of

Maj

or

Traum

a

CARR

ON 2

3.30

- 3.5

0pm

3.50

- 4.1

0pm

4.10

- 4.3

0pm

4.30

- 4.5

0pm

4.50

- 5.1

0pm

5.10

-5.3

0pm

5.30

- 5.5

0pm

UG M

edica

l Edu

catio

n - T

each

ing &

Lear

ning

A Da

rgue

Expl

orin

g th

e un

derg

radu

ate

dent

al st

uden

ts' v

iews

of

colla

bora

tive

lear

ning

in th

e cli

nica

l lea

rnin

g

envi

ronm

ent

C M

ashf

ord

How

do m

edica

l stu

dent

s de

cide

on th

eir e

lect

ive?

- A

mix

ed m

etho

ds st

udy

S W

infie

ld

How

to o

ptim

ize M

edica

l sc

hool

'tea

cher

trai

ning

':

A fo

cus g

roup

stud

y of U

K Ju

nior

doc

tors

.

U Kh

an

Impl

emen

ting

a Un

ique

Im

mer

sive

Near

-Pee

r Led

Cl

inica

l Ski

lls B

ootc

amp

for

Early

-Year

Med

ical S

tude

nts

M K

ronfl

i

Is a

'Stu

dent

s as P

artn

ers'

appr

oach

effe

ctiv

e in

the

Med

ical U

nder

grad

uate

Se

tting

?

A Su

fraz

Lear

ning

abou

t Tra

nsla

tion

an

d Cu

ltura

l Com

pete

ncie

s in

sim

ulat

ed G

P co

nsul

tatio

ns

for u

nder

grad

uate

med

ical

stude

nts

A Pe

reira

If yo

u di

dn't

write

it, i

t di

dn't

happ

en -

can

docu

men

tatio

n sk

ills b

e ta

ught

in si

mul

atio

n?

MEZ

ZANI

NEAl

l Day

Spea

ker P

revi

ew R

oom

ALSH

1

Room

and T

hem

eTh

ursd

ay 4th

July

2019

, 2.0

0 - 3.

20pm

Awar

ds, G

rant

s and

Prize

sJo

int A

SME/

Briti

sh S

ocie

ty fo

r Rhe

umat

olog

y Aw

ard

2018

: ‘Tra

inin

g th

e ne

xt g

ener

atio

n of

cli

nica

l rhe

umat

olog

y res

earc

hers

: eva

luat

ion

of

a g

radu

ate

allie

d he

alth

pro

fess

iona

l and

nu

rse

inte

rnsh

ip p

rogr

amm

e’

A Pa

tienc

eJ R

ead

A Ha

llM

Laza

rus

R Ch

enG

Gree

nlee

sC

Kocia

lkow

ski

A De

met

ri, F

Char

lton

Med

ical E

duca

tion

Trave

lling

Fello

wshi

p 20

18:

Prof

essio

nal I

dent

ity Fo

rmat

ion

in M

edica

l St

uden

ts in

the

UK a

nd Ta

iwan

The

Clin

ical T

each

er Tr

avel

ling

Fello

wshi

p 20

17:

Bost

on C

hild

ren'

s Hos

pita

l and

Har

vard

Med

ical

Scho

ol S

imul

atio

n Te

am

Med

ical E

duca

tion

Trave

lling

Fello

wshi

p 20

17:

Ambi

guity

– W

hat h

appe

ns in

Vag

uene

ss, s

tays

in

Vag

uene

ss: V

alid

atin

g wh

ethe

r exi

stin

g an

d no

vel i

nven

torie

s dep

enda

bly a

sses

s Aus

tralia

n m

edica

l stu

dent

s’ to

lera

nce

of a

mbi

guity

Clin

ical S

kills

Dire

ct O

phth

alm

osco

py Le

arni

ng U

nvei

led

May

be I

won'

t be

a te

rribl

e do

ctor

afte

r all?

Do

es th

e as

sista

ntsh

ip p

repa

re m

edica

l stu

dent

s fo

r clin

ical d

ecisi

on-m

akin

g?

The

Use

Of A

Sur

gica

l Sim

ulat

or To

Dev

elop

Kne

e Ar

thro

scop

y Ski

llsTra

nsfo

rmin

g in

timat

e ex

amin

atio

n of

mal

es

usin

g Cl

inica

l Tea

chin

g As

socia

tes

S Bu

ssey

S Bu

ssey

N Ta

bern

N M

olon

y

Facu

lty D

evelo

pmen

tBe

ing

a cli

nica

l tea

cher

: exp

erie

nces

, ide

ntity

an

d pr

ogre

ssio

nDe

velo

pmen

t of a

clin

ical t

each

er id

entit

y: th

e in

fluen

ce o

f the

Com

mun

ity o

f Pra

ctice

?De

velo

ping

and

Mai

ntai

ning

Teac

hing

and

Su

perv

ision

Ski

lls: A

Sur

vey o

f Hos

pita

l Co

nsul

tant

s' Le

arni

ng N

eeds

Know

thys

elf:

Does

med

ical s

choo

l exa

min

er

mar

king

corre

late

with

self-

perc

eive

d ha

wkish

ness

?

L Cha

seH

Fost

er-C

ollin

sL B

axte

rR

Hayh

urst

Inte

rpro

fess

iona

l Edu

catio

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es in

terp

rofe

ssio

nal l

earn

ing

chan

ge

inte

rpro

fess

iona

l pra

ctice

?In

tegr

atio

n of

mix

ed d

ata

type

s: h

ow d

oes i

t all

hang

toge

ther

?M

ultid

iscip

linar

y sim

ulat

ion

to in

fluen

ce

wide

spre

ad cu

lture

chan

ge in

falls

pre

vent

ion

Onco

logy

inte

rpro

fess

iona

l edu

catio

n:

rolli

ng w

ith ro

les

Z Noo

nan

AH S

amRW

Spi

ring

K Le

edha

m-G

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UG M

edica

l Edu

catio

n - As

sess

men

t (2

); UG

Med

ical E

duca

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Teac

hing

&

Lear

ning

(2)

Usin

g st

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dbac

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enh

ance

inte

rnal

OS

CE co

nsist

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Utili

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f Pra

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crip

t, a

clini

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easo

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A co

nstru

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r nea

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near

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expe

rienc

e of

und

ergr

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edica

l st

uden

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tuat

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prac

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in

trai

ning

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thro

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2.00

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2.20

- 2.4

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2.40

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3.00

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ALSH

22.

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m2.

20 - 2

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40 - 3

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BOIS

DALE

12.

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20 - 2

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40 - 3

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BOIS

DALE

22.

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CARR

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2.20

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2.40

- 3.0

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3.00

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CARR

ON 2

2.00

- 2.2

0pm

2.20

- 2.4

0pm

2.40

- 3.0

0pm

3.00

- 3.2

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DOCH

ART 1

2.00

- 2.2

0pm

2.20

- 2.4

0pm

2.40

- 3.0

0pm

3.00

- 3.2

0pm

DOCH

ART 2

2.00

- 2.2

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2.20

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2.40

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3.00

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ETIV

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2.00

- 2.2

0pm

2.20

- 2.4

0pm

2.40

- 3.0

0pm

3.00

- 3.2

0pm

MEZ

ZANI

NEAl

l Day

Spea

ker P

revi

ew R

oom

E Ha

ywar

dT Q

uinc

eP

Each

empa

tiK

Bann

er

UG M

edica

l Edu

catio

n - Te

achi

ng

& Le

arni

ngLe

arni

ng h

ow to

pre

pare

stud

ents

for i

nteg

rate

d ca

re: L

esso

ns fr

om Le

icest

er M

edica

l Sch

ool

(LM

S)

Med

ical S

tude

nts'

awar

enes

s of a

nd ch

oice

s of

sour

ces o

f hel

p fo

r men

tal h

ealth

pro

blem

s at

one

UK m

edica

l sch

ool

Bala

ncin

g th

e ba

lanc

e sh

eet -

An

inno

vativ

e te

chni

que

to te

ach

entre

pren

euria

l ski

lls to

de

ntal

stud

ents

Med

ical S

tude

nts p

erce

ptio

ns o

f Gen

eral

Pr

actic

e

R Po

oni,

K W

aite

P W

hite

, A M

oxle

yN

Mor

rison

S Cu

rtis

UG M

edica

l Edu

catio

n - Te

achi

ng

& Le

arni

ngSi

mul

atio

n bi

ngo:

An

effe

ctiv

e m

etho

d of

en

gagi

ng o

bser

vers

in-si

tu?

Stim

ulat

ion

with

Sim

ulat

ion:

Cre

atio

n of

a

"Virt

ual W

ard"

to Im

prov

e M

edica

l Stu

dent

Le

arni

ng

Stud

ent p

ersp

ectiv

es o

n ba

rrier

s to

perfo

rman

ce

for B

lack

& M

inor

ity E

thni

c gra

duat

e-en

try

med

ical s

tude

nts

Supp

ortin

g tra

nsiti

on to

the

clini

cal l

earn

ing

envi

ronm

ent f

or m

edica

l stu

dent

s fro

m

unde

rrepr

esen

ted

back

grou

nds

O Ad

esal

uH

Irela

ndE

Sulli

van

D Gl

eeso

n, I

Whi

te, M

Awa

n

Prof

essio

nalis

mPr

ofes

siona

l Ide

ntity

Form

atio

n an

d Th

e Bl

ack

Med

ical S

tude

ntPr

ofes

siona

lism

in th

e pr

e-re

gist

ratio

n ph

arm

acist

pl

acem

ent:

an e

xplo

rato

ry st

akeh

olde

r stu

dyRa

ising

Con

cern

s - th

e po

tent

ial i

mpa

ct o

n m

edica

l stu

dent

pro

fess

iona

lism

Stud

ent-S

pecifi

c Sch

wartz

Rou

nds:

An

Inno

vativ

e Ap

proa

ch to

Refl

ectiv

e Pr

actic

e

P Ta

yler

-Hun

tD

Jack

son

D Ja

ckso

nP

Anto

nacc

i

Selec

tion

In a

t dee

p en

d: ca

n six

th fo

rm w

ork

expe

rienc

e st

uden

ts ta

ke o

n th

e ch

alle

nge

of a

third

year

m

edica

l sch

ool s

imul

atio

n se

ssio

n?

Med

ical A

pplic

atio

n Pr

epar

atio

n St

udy (

MAP

S):

Expl

orin

g cu

lture

and

per

cept

ions

thro

ugh

appl

icant

stor

ies

Med

icine

App

lican

t Pre

para

tion

Stud

y (M

APS)

: Pr

epar

atio

n Ac

tiviti

es a

nd C

halle

nges

for

Med

icine

App

lican

ts

Pred

ictin

g th

e Fi

rst Y

ear M

edica

l Sch

ool C

ours

e Pe

rform

ance

from

Adm

issio

ns M

etric

s

MS

Tun

K W

aite

, B H

uiP

Mith

ani

R D'

Silv

a

Curri

culu

m Pl

anni

ngFu

lfilli

ng a

new

obl

igat

ion:

Sus

tain

able

He

alth

care

in th

e UK

med

ical s

choo

l cur

ricul

umIm

pact

of t

he le

arni

ng e

nviro

nmen

t on

stud

ents

' le

arni

ng st

rate

gies

: a co

mpa

rativ

e et

hnog

raph

ic st

udy

Impr

ovin

g cli

nic a

ttend

ance

s for

core

med

ical

train

ees a

t a b

usy D

GHNa

viga

ting

med

ical s

choo

l: Ex

plor

ing

the

expe

rienc

es o

f Gat

eway

pro

gram

me

med

ical

stud

ents

ALSH

29.

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20 - 9

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0.00

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10.2

0 - 10

.40a

m

Postg

radu

ate E

duca

tion

It's n

ot w

hat y

ou k

now,

it's

who

you

know

: a so

cial c

apita

l and

socia

l net

work

pe

rspe

ctiv

e on

the

valu

e of

a h

ighe

r qu

alifi

catio

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clin

ical e

duca

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C O'

Calla

ghan

Med

ical S

tude

nt p

refe

renc

es a

nd

perc

eptio

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f a ca

reer

in g

ener

al

prac

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do

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dep

endi

ng o

n wh

ethe

r the

y hav

e a

GP in

the

fam

ily?

R Da

rnto

n

Men

tal H

ealth

Life

Sup

port

(MHL

S):

An in

nova

tive

train

ing

prog

ram

me

to

impr

ove

psyc

hiat

ric co

mpe

tenc

ies o

f Fo

unda

tion

doct

ors

L Tho

ms,

S S

amad

Teac

hing

the

Man

agem

ent o

f Tra

uma

Patie

nts:

The

Deve

lopm

ent o

f Virt

ual

Real

ity Fu

lly I

mm

ersiv

e In

tera

ctiv

e Te

chno

logy

Teac

hing

L Hai

nswo

rth

Ther

e Ai

n't N

o Pa

rty Li

ke a

Lap

Box

Party

- an

inde

pend

ent o

bser

vatio

n in

to

socia

l gat

herin

gs a

s a m

eans

to im

prov

e en

gage

men

t with

the

lapa

rosc

opic

surg

ical t

rain

er.

L Hup

pler

, L N

ewto

n

BOIS

DALE

19.

00 - 9

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20 - 9

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10.2

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Facu

lty D

evelo

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o bi

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one

ston

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reat

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Sim

ulat

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Role

L Bax

ter

The

icing

on

the

cake

: why

shou

ld

heal

thca

re p

rofe

ssio

nals

volu

ntee

r to

be

par

t of a

sim

ulat

ion

facu

lty? L B

axte

r

Teac

hing

Fello

ws ta

ckle

Terti

ary C

entre

Pa

edia

trics

- a

mod

el fo

r und

ergr

adua

te

paed

iatri

c edu

catio

n

M P

arke

r

Wha

t bec

omes

of t

he Te

achi

ng Fe

llows

and

wh

y? E

xplo

ring

how

teac

hing

fello

w po

sts

impa

ct o

n do

ctor

s' ca

reer

dev

elop

men

t th

roug

h a

synt

hesis

of v

isual

and

nar

rativ

e ac

coun

ts -

a pi

lot s

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E Sh

aw

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DALE

29.

00 - 9

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20 - 9

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.00 -

10.2

0am

10.2

0 - 10

.40a

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Inte

rpro

fess

iona

l Edu

catio

nSp

eaki

ng U

p: A

Team

Bas

ed A

ppro

ach

to

Pat

ient

Saf

ety

J Mee

k, L

Dodd

Unde

rgra

duat

e he

alth

care

stud

ents

ne

ed e

ncou

rage

men

t to

use

avai

labl

e et

hics

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ratu

re to

hel

p in

form

com

plex

et

hica

l del

iber

atio

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L Cor

field

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rgra

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terp

rofe

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simul

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akin

g a

close

r loo

k

E And

erso

n

Wha

t is t

he h

idde

n in

terp

rofe

ssio

nal

curri

culu

m th

roug

h th

e ey

es o

f med

ical

stud

ents

?

K Le

edha

m-G

reen

, A K

nigh

t

CARR

ON 1

9.00

- 9.2

0am

9.20

- 9.4

0am

9.40

- 10.

00am

10.0

0 - 10

.20a

m10

.20 -

10.4

0am

UG M

edica

l Edu

catio

n - T

each

ing &

Lear

ning

An e

xplo

ratio

n of

the

impl

icatio

ns o

f em

ploy

men

t for

med

ical s

tude

nts.

A co

mpa

rison

of w

iden

ing

parti

cipat

ion

stud

ents

to tr

aditi

onal

ent

ry st

uden

ts.

M A

nane

An In

nova

tive

Teac

hing

App

roac

h fo

r the

Cl

inica

l Ass

essm

ents

of W

ound

s. C Ol

iver

Are

puzz

les a

valid

tool

in m

edica

l ed

ucat

ion?

A Te

bbet

t

Arts

and

Hum

aniti

es in

Und

ergr

adua

te

Med

ical E

duca

tion,

a S

urve

y of U

K M

edica

l Sch

ools

L Rev

ell

Can

we im

prov

e th

e qu

ality

and

qu

antit

y of f

eedb

ack

obta

ined

by

Univ

ersit

y of M

anch

este

r 4th

year

m

edica

l stu

dent

s in

a m

uscu

losk

elet

al

heal

th b

lock

?

A Pa

tienc

e

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19.

00 - 9

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m9.

20 - 9

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m9.

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0am

10.2

0 - 10

.40a

m

Room

and T

hem

eFri

day 5

th Ju

ly 20

19, 9

.00 -

10.4

0am

Tech

nolo

gy En

hanc

ed

Lear

ning

Spec

ial In

tere

st

Grou

p of A

SME

A na

tiona

l sur

vey o

f und

ergr

adua

te

teac

hing

in G

ener

al P

ract

ice in

the

Un

ited

King

dom

E Co

ttrel

l

Clin

icalC

ases

Pod:

Do

med

ical s

tude

nts

tune

in to

a ca

se-b

ased

pod

cast

serie

s to

help

them

lear

n cli

nica

l rea

soni

ng?

R Ph

illip

s, E

Davi

es

Eval

uatin

g th

e us

e of

360

-vid

eos i

n M

edica

l Edu

catio

n by

com

parin

g it

with

2D

-vid

eos:

A S

ituat

iona

l Awa

rene

ss C

ase

Stud

y.

A Ja

in

Usin

g hi

gh-fi

delit

y sim

ulat

ion

as a

tool

to

teac

h m

edica

l eth

ics a

nd la

w

D Pi

llai

Stea

lth M

arki

ng fo

r Im

prov

ed Q

ualit

y As

sura

nce

in Th

e Et

hics

and

Law

Asse

ssm

ent

D Th

ewlis

CARR

ON 2

9.00

- 9.2

0am

9.20

- 9.4

0am

9.40

- 10.

00am

10.0

0 - 10

.20a

m10

.20 -

10.4

0am

UG M

edica

l Edu

catio

n - T

each

ing &

Lear

ning

Mee

ting

of M

inds

: Exp

lorin

g M

edica

l Li

tera

ture

and

Crit

ical A

naly

sis th

roug

h

a St

uden

t-Led

Und

ergr

adua

te Jo

urna

l Cl

ub

B TK

Hui

, RS

Poon

i

Out o

f hou

rs, o

ut o

f sig

ht? U

ncov

erin

g th

e ed

ucat

ion

pote

ntia

l of g

ener

al

prac

tice

urge

nt ca

re fo

r UK

unde

rgra

duat

es

E Gr

ove

Patie

nt S

hado

wing

and

it's

role

in

empa

thy d

evel

opm

ent W

illia

m C

alve

rt

Putti

ng th

e W

orld

in W

orld

Caf

e: A

dapt

ing

the

world

cafe

mod

el to

allo

w th

orou

gh

de-b

rief f

ollo

wing

a m

edica

l ele

ctiv

e.

D M

axfie

ld

Requ

ired

to w

ithdr

aw: e

xper

ienc

es o

f st

rugg

ling

first

year

med

ical s

tude

nts

A Pi

cton

DOCH

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9.00

- 9.2

0am

9.20

- 9.4

0am

9.40

- 10.

00am

10.0

0 - 10

.20a

m10

.20 -

10.4

0am

UG M

edica

l Edu

catio

n - T

each

ing &

Lear

ning

Usin

g sim

ulat

ion

to im

prov

e co

nfide

nce

in a

ppro

ach

to o

n ca

lls in

fina

l yea

r m

edica

l stu

dent

s

A Ca

rroll

Virtu

al A

&E e

xper

ienc

e us

ing

360

vide

o

J Ros

s, J B

ath

Virtu

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ealit

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ly Im

mer

sive

Inte

ract

ive

Vide

os in

Und

ergr

adua

te

Surg

ical M

edica

l Edu

catio

n

A Ki

ddle

Do A

-leve

ls pr

epar

e st

uden

ts to

succ

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in a

sses

smen

ts a

t Med

ical S

choo

l? C Jo

nes

Role

mod

els f

or fe

mal

e un

derg

radu

ate

med

ical s

tude

nts:

wha

t attr

ibut

es d

o fe

mal

e st

uden

ts lo

ok fo

r and

wha

t is

the

influ

ence

of g

ende

r?

N Du

tta

DOCH

ART 2

9.00

- 9.2

0am

9.20

- 9.4

0am

9.40

- 10.

00am

10.0

0 - 10

.20a

m10

.20 -

10.4

0am

Teac

hing

Abou

t Spe

cific

Subj

ects

(1);

Prac

tice-b

ased

Te

achi

ng &

Lear

ning

(4)

Sust

aina

ble

Heal

thca

re in

Med

ical

Educ

atio

n - a

n un

derre

pres

ente

d ar

ea?

A Bo

ulto

n, B

Mac

Dona

ld

Min

dful

ness

Bas

ed C

ogni

tive

Skill

Tra

inin

g fo

r Hea

lth P

rofe

ssio

nals

in

Train

ing

(MBC

T-HIT

)

F Rut

hs

Rock

, Pap

er, S

cisso

rs, O

K? A

n in

fogr

aphi

c im

prov

ing

Clin

ical P

ract

ice

S Ed

ward

s

View

ing

near

pee

r tea

chin

g in

gen

eral

pr

actic

e th

roug

h a

socio

mat

eria

l len

s

L Pop

e

Impr

ovin

g M

edica

l Stu

dent

Pr

epar

edne

ss fo

r Pra

ctice

in li

ne w

ith

the

Gene

ral M

edica

l Cou

ncil'

s Ou

tcom

es fo

r Gra

duat

es: A

Pilo

t Stu

dy

L Bax

ter

MEZ

ZANI

NEAl

l Day

Spea

ker P

revi

ew R

oom

46

ePosters at ASM 2019The TEL theme posters for ASM 2019 are in e-poster format. You can access the e-posters online by following the instructions below. The e-Posters will also be on display in Hall 2 as mini posters.

Join the ASME TEL special interest group on Thursday 4th July (1210-1310) in Hall 2 for the e-Poster Bar Camp for presentations and discussion with the e-poster authors.

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Support our poster presenters

Poster viewing and guided poster tours will take place Thursday 4th July, 1210-1310 at the poster boards in Hall 2. Please be sure to support our poster presenters by coming along to their presentations.

All poster abstracts are available in our ASM 2019 Abstract booklet – available on the ASME website, ASM 2019 app and the link in the final information email sent to all delegates.

ASME ASM Personal Development Plan

Three things I have learnt from having attended this conference

What I am going to do to put them into practice

Deadline to do this by

Done?

We invite you to complete the form below with your ASM learning outcomes, how you intend to implement them and the deadline by which you wish to realise them by. ASME will then post this back to you and you can analyse your progress.

What to do: 1. Complete the boxes below

2. Complete your name and address where you wish this to be sent back to on the reverse of this page

3. Remove the page from the programme, pop the form in the ASME Post Box, situated at the Registration Desk (ASME will add the stamp)

4. Leave the conference, implement your learning and await your card in the post.

Pop the form in the ASME Post Box, situated at the Registration Desk

Disrupting Medical Education

Dates: 8th - 10th July 2020 Venue: ACC, Kings Dock, Liverpool, L3 4FP

www.asme.org.uk #asme2020

LIVERPOOL ASME ANNUAL SCHOLARSHIP MEETING 2020

See you next year!

Full Name

Address

ASME POST

How we are being sustainable at #asmeasm2019

Mighty oaks from little acorns grow... Please email us with your ideas on how we can do more next year...

[email protected]

You can return any paper items not required to the recycling point at the registration desk

We saved 20% of 1 tree by not offering printed abstract books

To save on plastic waste we have provided you with a water bottle

You can recycle your lanyard by returning it to us when you leave the event

Your badges are printed on recyclable paper instead of plastic

We’re working towards a minimal paper event for #asme2020 #Liverpool

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Notes

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Notes

Advancing Scholarship in Medical Education

ASME, Thain House, 226 Queensferry Road, Edinburgh, EH4 2BP Tel: +44 (0)131 225 9111 Email: [email protected] www.asme.org.uk Find us: asmeofficial

The Association for the Study of Medical Education is a company limited by guarantee incorporated in Scotland. Company number SC534566. Registered office: Thain House, 226 Queensferry Road, Edinburgh, EH4 2BP. Scottish Charity Number SC040103.

Information correct at time of going to print – 06/19

conference booklet asm 2019...conference booklet asm 2019 sustainability, transformation and...

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