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.
1
Session Descriptors Wednesday Sessions 1030 – 1200 hrs
Alsh 1
2 Alsh 2
9
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
10
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.
1
Session Descriptors Thursday Morning Sessions 1040 – 1210 hrs
Alsh 1
2 Carron 1
11
Session Descriptors Thursday Morning Sessions 1040 – 1210 hrs
Educator Development Committee:
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
12
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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Session Descriptors Thursday Morning Sessions 1040 – 1210 hrs
Alsh 2
5 Boisdale 1
13
Session Descriptors Thursday Morning Sessions 1040 – 1210 hrs
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
14
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.
Education Research Committee:
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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Session Descriptors Thursday Morning Sessions 1040 – 1210 hrs
Boisdale 2
10 Dochart 2
15
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
16
Session Descriptors Thursday Afternoon Sessions 1635 – 1805 hrs
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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Session Descriptors Thursday Afternoon Sessions 1635 – 1805 hrs
Education Research Committee:
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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Session Descriptors Thursday Afternoon Sessions 1635 – 1805 hrs
Educator Development Committee:
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
19
7 Boisdale 2
8 Dochart 2
Session Descriptors Thursday Afternoon Sessions 1635 – 1805 hrs
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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Session Descriptors Thursday Afternoon Sessions 1635 – 1805 hrs
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
21
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
nDo
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
reen
UG M
edica
l Edu
catio
n - As
sess
men
t (2
); UG
Med
ical E
duca
tion -
Teac
hing
&
Lear
ning
(2)
Usin
g st
uden
t fee
dbac
k to
enh
ance
inte
rnal
OS
CE co
nsist
ency
Utili
ty o
f Pra
cticu
m S
crip
t, a
clini
cal r
easo
ning
sim
ulat
or in
und
ergr
adua
te e
duca
tion
A co
nstru
ct fo
r nea
rnes
s in
near
-pee
r lea
rnin
g:
The
expe
rienc
e of
und
ergr
adua
te m
edica
l st
uden
ts si
tuat
ed in
GP
prac
tices
with
doc
tors
in
trai
ning
.
Achi
evin
g co
mpl
ex cl
inica
l lea
rnin
g ou
tcom
es
thro
ugh
hum
aniti
es-b
ased
app
roac
hes
2.00
- 2.2
0pm
2.20
- 2.4
0pm
2.40
- 3.0
0pm
3.00
- 3.2
0pm
ALSH
22.
00 - 2
.20p
m2.
20 - 2
.40p
m2.
40 - 3
.00p
m3.
00 - 3
.20p
m
BOIS
DALE
12.
00 - 2
.20p
m2.
20 - 2
.40p
m2.
40 - 3
.00p
m3.
00 - 3
.20p
m
BOIS
DALE
22.
00 - 2
.20p
m2.
20 - 2
.40p
m2.
40 - 3
.00p
m3.
00 - 3
.20p
m
CARR
ON 1
2.00
- 2.2
0pm
2.20
- 2.4
0pm
2.40
- 3.0
0pm
3.00
- 3.2
0pm
CARR
ON 2
2.00
- 2.2
0pm
2.20
- 2.4
0pm
2.40
- 3.0
0pm
3.00
- 3.2
0pm
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
0pm
2.20
- 2.4
0pm
2.40
- 3.0
0pm
3.00
- 3.2
0pm
ETIV
E2.
00 - 2
.20p
m2.
20 - 2
.40p
m2.
40 - 3
.00p
m3.
00 - 3
.20p
m
FYNE
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.
00 - 9
.20a
m9.
20 - 9
.40a
m9.
40 - 1
0.00
am10
.00 -
10.2
0am
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
n in
clin
ical e
duca
tion
C O'
Calla
ghan
Med
ical S
tude
nt p
refe
renc
es a
nd
perc
eptio
ns o
f a ca
reer
in g
ener
al
prac
tice:
do
they
vary
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
.20a
m9.
20 - 9
.40a
m9.
40 - 1
0.00
am10
.00 -
10.2
0am
10.2
0 - 10
.40a
m
Facu
lty D
evelo
pmen
tTw
o bi
rds,
one
ston
e: C
reat
ing
a Fo
unda
tion
Sim
ulat
ion
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
tudy
E Sh
aw
BOIS
DALE
29.
00 - 9
.20a
m9.
20 - 9
.40a
m9.
40 - 1
0.00
am10
.00 -
10.2
0am
10.2
0 - 10
.40a
m
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
lite
ratu
re to
hel
p in
form
com
plex
et
hica
l del
iber
atio
ns.
L Cor
field
Unde
rgra
duat
e in
terp
rofe
ssio
nal
simul
atio
ns: T
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
ALSH
19.
00 - 9
.20a
m9.
20 - 9
.40a
m9.
40 - 1
0.00
am10
.00 -
10.2
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
ART 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
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
al R
ealit
y Ful
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
eed
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
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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...
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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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