10 November 2018

​Parallel session 3: 10.30am - 12.00pm

• Symposium 3
• ​Short  Communication 5
• Workshop 5
• Workshop 6
• Workshop 7

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Symposium 3: Supporting the learner in difficulty
Chairperson: A/Prof Wong Teck Yee
​Venue: Level 5, Seminar Room 5-1

Four distinguished speakers will address the theme based on their experience and interpretation

Dr Faith Chia, Senior Consultant, Tan Tock Seng Hospital, Designated Institutional Officer, National Healthcare Group
Dr Tanya Tierney, Assistant Dean, Clinical Communication Training & Student Welfare, Lee Kong Chian School of Medicine, Nanyang Technological University (NTU), Singapore
Mr Lawrence Lim, Principal Medical Social Worker, Care & Counselling Department, Tan Tock Seng Hospital, Singapore
Dr Joanne Harris, Deputy Head, Undergraduate Medicine, Imperial College London, United Kingdom
A/Prof Koh Nien Yue, Adjunct Associate Professor, Principal Lead (Medicine), Clinical Teacher, Lee Kong Chian School of Medicine, Nanyang Technological University (NTU), Singapore

Short Communication 5:  How and why we learn; what helps
Chairperson: Prof Sue Smith
​Venue: Level 7, Seminar Room 7-1

SC5-1: Peer-teaching for clinical reasoning training with HIFI simulation
Prof Jean Paul Fournier
Faculté de Médecine de Nice-Sopia Antipolis, Nice, France

SC5-2: Cognitive task analysis of hip replacement – thinking and performing Like an expert surgeon
Mr Kartik Logishetty
Imperial College London

SC5-3: Evidence supporting dual-process theory of medical diagnosis: The Neuroscience of learning to diagnose X-rays
Asst. Prof Jerome Rotgans
Lee Kong Chian School of Medicine, NTU

SC5-4: Implementation of Qstream in a two-week ophthalmology rotation in LKCMedicine
Asst. Prof Johnson Tan
National Healthcare Group Eye Institute @ Tan Tock Seng Hospital

SC5-5: Exploring self-efficacy in computational medicine students: A pilot study
Dr Caroline Morton
Imperial College London

SC5-6: Teaching and learning at scale: Designing for quality engagement in on-line programmes
Prof Helen Ward
Imperial College London

Workshop 5: Engaging Medical Students with Workplace learning practices
Venue: Level 20, Flexi-Space @ Library

Summary 
This workshop aims to support clinical teachers and educational leads in developing strategies to engage students so that they become contributors to workplace learning.  We present examples of innovative educational initiatives, which have been successfully implemented at King’s College London and Imperial College London medical schools: ‘safe spaces’ to discuss workplace practices; and undergraduate quality improvement projects. Attendees will engage with a range of resources that support critical reflection, appreciative enquiry and quality improvement. Finally they will consider how to integrate these practices into their own educational and clinical workplace contexts.
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Facilitators:
Dr Kathleen Leedham-Green, Imperial College London, United Kingdom
​Dr Wing May Kong, Imperial College London, United Kingdom

Workshop 6: Using games in medical education
Venue: Level 5, Skills Lab

Summary 
In an information-rich world, the emphasis in higher education is shifting from a traditional content-delivery model to one that values active learning. This workshop will showcase examples of the effective use of games in medical education. We have found that incorporating playful elements into the curriculum helps with transferable skills development. Games encourage high levels of engagement and collaboration. They also provide opportunities to ‘fail safely’ – a key requirement for creative thinking, especially in organisations in which a rhetoric of excellence sometimes leads to a precautionary environment that can stifle innovation.

Facilitators:
Ms Giskin Day, School of Medicine, Imperial College London
Dr James Moss, Imperial College London, United Kingdom
​Ms Ramani Saravanan, Lee Kong Chian School of Medicine, Nanyang Technological University (NTU), Singapore ​

Workshop 7:  Death of MCQ?
Venue: Level 7, Seminar Room 7-2

Summary 
In medical education, assessment of knowledge is traditionally achieved using multiple choice questions (MCQs).  However, designing valid MCQs and appropriate responses can be challenging and there are criticisms that poorly written MCQs do not assess application of knowledge or analytical skills. In the last two decades, there has been a shift away from the traditional True/False question to the Single Best Answer (SBA) type question. SBAs typically are comprised of a vignette (usually clinical), a ‘lead in’ question based on the clinical scenario and a number of plausible options.  Although highly reliable, their validity is questionable and often difficult to measure. Another caveat in the selection of a single best answer is the potential for cueing. In a move away from SBAs, a new type of assessment tool has been developed, the Very Short Answer (VSA) format. This workshop will introduce the participant to both types of assessment tools, and allow active participation to develop assessment items using both of these approaches.

Facilitators:
Dr Amir Sam, Imperial College London, United Kingdom
Dr Claire Ann Canning, Lee Kong Chian School of Medicine, Nanyang Technological University (NTU), Singapore

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 Parallel session 4: 1.00pm - 2.30pm

• Symposium 4
• ​Short Communication 6
• Workshop 8
• Workshop 9
• Workshop 10

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Symposium 4  - Team-based learning: status quo and future directions
Chairperson: Asst. Prof Jerome Rotgans
​Venue: Level 5, Seminar Room 5-1

SYM4-1: A world-wide inventory of medical schools using Team-Based Learning (TBL)
Mr Jimmy Hong
​Lee Kong Chian School of Medicine, NTU

SYM4-2: How does graded versus ungraded individual readiness assurance scores affect learning?
Ms Ying Yun Juliana Koh
Lee Kong Chian School of Medicine, NTU

SYM4-3: Team teaching in TBL: Synergising inquiry methods in a large group collaborative classroom setting
Dr Preman Rajalingam
Lee Kong Chian School of Medicine, NTU

SYM4-4: The best of two worlds? Combining PBL with TBL
Mr Enver Shee
Mr Gabriel Tan
Mr Teng Zheng Jie
Lee Kong Chian School of Medicine, NTU

SYM4-5: Online team-based learning best practice development
Prof Brian O'Dwyer
CognaLearn and Embry-Riddle Aeronautical University

Short Communication 6: Crossing healthcare boundaries
Chairperson: Prof Fernando Bello
​Venue: Level 7, Seminar Room 7-1

SC6-1: International Citizenship – Fostering Intercultural Understanding and Awareness in Health Professions Education
Dr Martina Crehan
Royal College of Surgeons in Ireland

SC6-2: Exploring the Potential of PPI in Singapore: The Perspective of Local Researchers
Mrs Lidia Luna Puerta
Lee Kong Chian School of Medicine, NTU

SC6-3: With, Not to Patients; Exploring New Models of Inclusive Collaboration
Dr Senita Mountjoy
Imperial College London

SC6-4: Interprofessional Education: Design in Action
Dr Richard Meng Kam Lee
National Healthcare Group Polyclinic

SC6-5: Embodied Spatial Practices of Care Hierarchies in the Intensive Care Unit
Asst. Prof Warren Liew
National Institute of Education, NTU

SC6-6: Practical Knowledge of Professional Caring: A Grounded Theory Study
Dr Lijuan Dong
​National Healthcare Group Polyclinics

Workshop 8: Putting the patient in the centre: SP-based scenario writing for realistic portrayal
Venue: Level 20, Flexi-Space @ Library

Summary 
Educators strive for high levels of realism when designing simulations to facilitate learner’s “buy in” to the simulation and thereby increase effectiveness. Simulated patients (SPs) rely on well written scenarios to guide their portrayal of the patient. Scenarios are often written by clinicians with a focus on clinical accuracy. However, the description of the psychosocial aspects may be influenced by their clinical “lens” and thus may not truly reflect the patient’s perspective. In addition, the multi-faceted agendas of the simulation (e.g. the need to assess knowledge as well as skills in an OSCE) may result in a less authentic portrayal of the patient. This workshop will consider some of these issues and explore strategies for writing with realism and authenticity in mind.

Facilitators:
Dr Tanya Tierney, Lee Kong Chian School of Medicine, Nanyang Technological University (NTU), Singapore
Dr Diana Andrea Barron, Lee Kong Chian School of Medicine, Nanyang Technological University (NTU), Singapore
Mr Shen Ow, Simulated Patient
Prof Debra Nestel, Monash University, Australia

Workshop 9:  Basics of 3D printing technology
Venue: Level 7, Anatomy Learning Centre

Summary 
3D anatomical models have been known to help educate medical students due to their tactile and visual representation of body parts. They are also found to be very useful in helping to develop surgical skills, design implants and reconstruct forensic cases in a safe and realistic environment. As 3D model applications are fast gaining popularity and used in many different applications, we believe it would be beneficial to teach and educate participants on 3D modelling and printing at an introductory level.

In this workshop, we aim to introduce participants to segmentation and printing technologies, and provide a hands-on experience on how to create simple 3D models from softwares freely available on the internet.

Facilitators:
Asst. Prof Sreenivasulu Reddy Mogali, Lee Kong Chian School of Medicine, Nanyang Technological University (NTU), Singapore
A/Prof Yap Peng Huat Eric, Lee Kong Chian School of Medicine, Nanyang Technological University (NTU), Singapore
Ms Shairah Binte Mohd Radzi, Nanyang Technological University (NTU), Singapore

Workshop 10: Discovering qualitative evidence syntheses: The what, how and why
Venue: Level 7, Seminar Room 7-2

Summary 
Qualitative evidence synthesis methods are useful for understanding phenomena of interest, decision making, policy making and education training programs. This workshop introduces participants to qualitative evidence synthesis approaches, and updates on recent developments in the use of these methods. Hands-on practice will also be provided to help participants learn about and appreciate qualitative evidence syntheses. Resources and takeaways will also be provided for those keen on learning more in appraising and embarking on qualitative evidence syntheses.

Facilitators:
Ms Ong Sik Yin, HOMER, NHG Group Education, National Healthcare Group, Singapore
Dr Charmaine Krishnasamy, HOMER, NHG Group Education, National Healthcare Group, Singapore
Ms Loo May Eng, HOMER, NHG Group Education, National Healthcare Group, Singapore

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