Workshops

WS 1: Curriculum mapping - why and how

Summary 
Medical schools must publish what they teach and that this aligns to national standards. However, a mix of instructional, science-based teaching and experiential, skills-based learning can hinder proper integration of a medical curriculum. Breaking down the curriculum into appropriately granular units of learning, a curriculum map can be used to identify and reduce gaps and redundancies, and promote and strengthen internal coherence of a medical curriculum.
 
Level of workshop: Introductory/Intermediate
 
Facilitators:
Rebekah Fletcher, Imperial College London, United Kingdom
Redante Mendoza, Lee Kong Chian School of Medicine, Nanyang Technological University (NTU), Singapore
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WS 2: A practical guide to implementing TBL on a large scale

Summary 
In this workshop we will explore how empirical data can be extracted from the Team-Based Learning (TBL) process to evaluate its effectiveness. We will demonstrate that routinely collected data, such as the readiness assurance scores and course evaluation data, provide highly detailed information about students’ perceptions of TBL and how they are performing academically. Various statistical-analytical techniques will be presented that may be useful for the participants to apply to their own data.

Level of workshop: Introductory/Intermediate
 
Facilitators:
Jerome Rotgans, Lee Kong Chian School of Medicine, Nanyang Technological University (NTU), Singapore
​Preman Rajalingam, Lee Kong Chian School of Medicine, Nanyang Technological University (NTU), Singapore

WS 3: CO-CREATING INNOVATIVE SOLUTIONS FOR HEALTH (CRISH) 

Summary 
CRISH is an original, free EIT Health funded, two-day course that brings together key healthcare stakeholders, including researchers, medical students, clinicians, patients and informal caregivers, to learn to engage, co-create and co-design provision of services, bench-to-bedside research projects and innovative healthcare projects. Attendees gain insight into working with stakeholders with whom they would not normally collaborate and learn how to apply new knowledge and skills including patient experience, responsible research and innovation (RRI) , Patient and Public Involvement (PPI), and co-design. 

What will our workshop do? Working in multidisciplinary teams, which will include at least one patient or member of the public, participants will engage in aspects of the original CRISH course, including:

1. Reciprocity and power - an exercise emphasizing sharing of power, ‘de-robing’ of roles etc
2. Basic theory of co-creation – explanation of the change in paradigm in healthcare to open up science and technology to the general public. Examples of inspiring co- creation case studies in service provision, research and innovation.
3. Stakeholder mapping and needs assessment – a worked example of a stakeholder mapping exercise to inform a needs assessment.
4. Participatory methodologies – an exercise where participants identify relevant methodologies to utilise with example case studies.
   
   

Workshop participants will leave with:

1. A basic understanding of the theoretical perspectives that underlie co-creation in service provision, research and innovation
2. The ability to undertake a stakeholder mapping exercise and needs assessment
3. Familiarity with practical participatory methodologies used in various situations
4. The confidence to work with members of the public and a desire to implement co-creation into medical curriculums

Level of workshop: Introductory
 
Facilitators:
Helen Ward, Imperial College London, United Kingdom
​Gideon Shimshon, Imperial College London, United Kingom
Helen Smith, Lee Kong Chian School of Medicine, Nanyang Technological University (NTU), Singapore
Maria Piggin, Imperial College London, United Kingdom
Will Kendall, Imperial College London, United Kingdom
Lidia Puerta, Lee Kong Chian School of Medicine, Nanyang Technological University (NTU), Singapore

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WS 4: COACHING STUDENTS TO SUCCESS: GROWTH MINDSET, STUDY SKILLS AND WELLBEING 

Summary
Medical students at Imperial College frequently use passive study methods that are not appropriate for higher education. This impacts academic performance and wellbeing.
In this workshop we shall share thoughts and experiences relating to the mindset of our students, contrast appropriate and poor study skills approaches and consider coaching as a method for changing the learning behaviour of our students.
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Level of workshop: Introductory
 
Facilitators:
Mike Emerson, Imperial College London, United Kingdom
Sue Smith, Imperial College London, United Kingdom

WS 5: ​PUTTING THE PATIENT IN THE CENTRE: SP CASE WRITING FOR REALISTIC PORTRAYAL 

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.

Level of workshop: Intermediate/Advanced
 
Facilitators:
Tanya Tierney, Lee Kong Chian School of Medicine, Nanyang Technological University (NTU), Singapore
Diana Andrea Barron, Lee Kong Chian School of Medicine, Nanyang Technological University (NTU), Singapore
Shen Ow, Simulated Patient
Debra Nestel, Monash University, Australia

WS 6: USING GAMES IN MEDICAL EDUCATION ​

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.

Level of workshop: Introductory
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Facilitators:
Giskin Day, School of Medicine, Imperial College London
James Moss, Imperial College London, United Kingdom
​Ramani Saravanan, Lee Kong Chian School of Medicine, Nanyang Technological University (NTU), Singapore ​
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WS 7: ​DEATH OF THE MCQ?

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.

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

​WS 8: ​Engaging medical students with workplace learning practices

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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Level of workshop: Introductory
 
Facilitators:
Kathleen Leedham-Green, Imperial College London, United Kingdom
​Wing May Kong, Imperial College London, United Kingdom
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WS 9: BASICS OF 3D PRINTING TECHNOLOGY

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, provide a hands-on experience on how to create simple 3D models from softwares freely available on the internet, and also give them the opportunity to print their own 3D models.

Level of workshop: Intermediate
 
Facilitators:
Sreenivasulu Reddy Mogali, Lee Kong Chian School of Medicine, Nanyang Technological University (NTU), Singapore
Yap Peng Huat Eric, Lee Kong Chian School of Medicine, Nanyang Technological University (NTU), Singapore
Shairah Binte Mohd Radzi, Nanyang Technological University (NTU), Singapore
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​WS 10: Discovering qualitative evidence syntheses: the what, how and why

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.

Level of workshop: Introductory
 
Facilitators:
Ong Sik Yin, HOMER, NHG Group Education, National Healthcare Group
Charmaine Krishnasamy, HOMER, NHG Group Education, National Healthcare Group
Loo May Eng, HOMER, NHG Group Education, National Healthcare Group

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