The AMEE Conference is now the leading international conference for those with an interest in undergraduate, postgraduate, or continuing education in the healthcare professions. More than 3,000 have already registered for AMEE 2013 in Prague!
The plenary sessions and the symposia taking place in the Congress Hall are being live streamed for participants unable to attend in person. As conference participants you will have access to these streams live on the day, and after the event, so if you miss one of these sessions you will be able to view it here on our online video archive.
Ask questions and join in the Live debate via our social media channels:
* View the Agenda tab for timings.
Please note: All times listed are Central European Summer Time (CEST). * Check your local time here
Sunday 25 August
Introduction to AMEE 2013
Plenary: Restoring Learning to Life – why healthcare professionals should fall in love with learning, and how they can do so…
AMEE Awards: Miriam Friedman Ben-David 2013 New Educator Awards: ASPIRE presentations
Monday 26 August
Symposium: The medical school of the future
Symposium: What is excellence in education and can we measure it?
Symposium: How Can Evidence Inform Teaching?
Symposium: Dialogue in medical education: Clinical education transformation as a means to social repair (The learning sciences and the case for change that drives clinical education reform)
Tuesday 27 August
Plenary: Connecting medical education and patient care in the 21st century
Plenary: “See One. Taste One. Make One. Teach One.”: An experimental approach to modifying behaviours
Symposium: Assessing competencies using milestones along the way
Symposium: Challenges in Postgraduate Medical Education: A Global View
Symposium: Feedback: A fresh look at theories that inform perceptions, acceptance and use
Wednesday 28 August
Symposium: Changing the Culture of Learner Evaluation: Moving from Likert Scales to Narrative Description
Plenary: The things we know, the things we think we know but don’t, and the things we don’t know but should
Plenary: Taking evidence seriously: what would happen to our training programmes?
AMEE Award Presentations: Patil Awards, Poster Prize and ePoster Prize Announcements
* Please note: All times listed are Central European Summer Time (CEST). * Check your local time here
1700-1710 – An Introduction to AMEE 2013: Ronald M Harden
1710-1740 – Highlights from Short Communication Sessions
1740-1830 - Plenary: Restoring Learning to Life – why healthcare professionals should fall in love with learning, and how they can do so…
Summary: In this wide-ranging and highly personal presentation which draws from different disciplines, Alistair Smith will examine what we currently know about teaching and about learning. He will examine the ‘anatomy’ of the learner and argue that with more insightful teaching which focuses on the learner we can radically transform the capacity of our profession to improve. Alistair Smith has been described as the UK’s leading trainer in modern learning methods. He has delivered well over 1,100 training and development events and is still counting. He is an author of best-selling books including books on learning, neuroscience in education and more recently on the culture of high performing schools. He specialises in taking the theory of learning, translating it into everyday practice and making it accessible for all.
Biography: Alistair is Education Director for Frog Trade Ltd, one of the world’s most successful providers of virtual learning environments. His part-time role will be to help shape product design and implementation. In addition to his work in education, where he is known for his innovative approaches to development, Alistair also works in professional sport. He has been the designated learning consultant to the English Football Association for the last years. Currently he is helping design and deliver the worlds’ first elite football coaches course. In his spare time he loves to do more of the above especially if he can run around as he does so. He also likes real ale and real pubs, loud bands and snow on the hill tops. He is an exiled Scot.
1840-1915 – AMEE Award Presentations: Miriam Friedman Ben-David New Educator Award 2013; ASPIRE Initiative Awards
1930-2030 – AMEE Opening Ceremony: Welcome Speeches and entertainment by the Giovanni Octet
0830-1015 – Symposium: The medical school of the future
Hilliard Jason (University of Colorado, Denver, USA), Janet Grant (Open University, UK), Richard Hays (Bond University, Australia), Ronald Harden (UK), Madalena Patricio (Portugal) (Chair), Oliver Gale-Grant (UK)
Summary: In the spirit of the theme of the Conference - Colouring Outside the Lines - four speakers will present their views on the medical school of the future. Their different visions will be discussed by participants, with a view to determining whether the descriptions offered are a disguised form of science fiction, or a realistic perception of where medical schools might be in the years ahead.
1045-1230 – Symposium: What is excellence in education and can we measure it?
Trudie Roberts (University of Leeds, UK) (Chair), David Wilkinson (The University of Queensland, Australia), Sandy Cook (Duke-NUS, Singapore), Liz Anderson (The Higher Education Academy, UK), Khalid Bin Abdulrahman (Al-Imam University, Kingdom of Saudi Arabia)
Summary: Over the past decade there has been a move to recognise excellence in a wide range of domains. This symposium will look at how the concept of excellence can be applied to medical education. It will examine the case for looking at a form of quality assurance that goes beyond the concept of accreditation. It will explore criteria that might be used to define excellence in education and how these can be evaluated. Following opening presentations from a range of perspectives, participants will be invited to express their views on the subject.
1400-1530 – Symposium: How Can Evidence Inform Teaching?
Marilyn Hammick (BEME Consultant, UK) (Chair), Jill Thistlethwaite (University of Queensland, Australia), Geoff Norman (McMaster University, Canada), Antonio vaz Carneiro (Portugal)
Summary: This symposium follows on from the well-received ‘What is evidence?’ presentation and discussion at AMEE 2011. It will provide a discussion forum on the role of evidence in health professional education. Presenters will briefly outline from different perspectives the challenges associated with evidence-informed decision-making related to health professional education. A facilitated interactive session with the audience will seek to understand how educational research (primary and secondary) is received by practitioners, how to synthesise and disseminate existing evidence, and the issues associated with the translation of evidence into practice to implement new, or enhance existing, educational initiatives.
0835-0905 – Plenary: Connecting medical education and patient care in the 21st century
Victoria Brazil (Bond University, Gold Coast, Australia)
Summary: Impressive advances in medical education have occurred through technology, global collaboration and the involvement of professional educators. These have the potential to make healthcare education more effective, efficient and less costly. However there is a risk that these advances may move medical education (and learners) further from direct patient care, and from other agendas in health - resource stewardship, health service improvement and workforce needs. This presentation will look at two critical roles for medical education in the 21st century - aiming for a different 'end point' in the 21st century doctor, and reforming processes to achieve that aim, including returning patients to the centre of the educational process.
Biography: Victoria Brazil is an emergency physician and medical educator. She is a senior staff specialist at Royal Brisbane and Womens Hospital in Brisbane, Australia, where she has worked in clinical emergency medicine practice, and at the 'coalface' of teaching, since 2002. Dr Brazil is also an Associate Professor within the School of Medicine at Bond University on the Gold Coast, where she is Theme Lead for Doctor as Practitioner. She was previously the inaugural Director of Queensland Medical Education and Training (QMET), within Queensland Health. This role encompassed medical education and workforce policy and strategy, across the continuum of medical learners. She is a previous Fulbright scholar (2002) and received the ACEM Teaching Excellence award in 2008.
0915-0945 – Plenary: “See One. Taste One. Make One. Teach One.”: An experimental approach to modifying behaviours
David Eisenberg (Harvard School of Public Health, Boston, USA)
Summary: Recognizing that a healthcare professional’s personal behaviors (e.g. exercise, diet, seat belts) are strong predictors of their advising patients about these same behaviors, how best to “teach the teachers” to lead by example? And how shall we “translate” decades of nutrition science, behavioral and addictions medicine, exercise physiology, health coaching and mindfulness training into meaningful educational platforms for healthcare professionals and their patients? How can relevant self-care, behavioral skills be judiciously incorporated into medical education programs which now need to include health promotion as well as disease diagnosis, treatment and management? David Eisenberg will summarize work jointly developed by colleagues from Harvard, The Samueli Institute and The Culinary Institute of America, to showcase new educational approaches which combine didactic elements with “experiential learning” to transform practitioners, so that they, in turn, will be more effective healthcare providers.
Biography: David M. Eisenberg is Associate Professor of Nutrition at the Harvard School of Public Health and Executive Vice President for Health Research and Education at the Samueli Institute. He is a graduate of Harvard College and Harvard Medical School and is Board Certified in Internal Medicine. From 2000-2010 Dr. Eisenberg served as the founding Chief of the Division for Research and Education in Complementary and Integrative Medical Therapies at Harvard Medical School. He currently directs the educational conference, “Healthy Kitchens, Healthy Lives - Caring for Our Patients and Ourselves” which is co-sponsored by Harvard and the Culinary Institute of America. His current educational and research interests include the development and assessment of novel, multi-disciplinary strategies to optimize lifestyle and self-care behaviors (e.g. diet, exercise and stress management) to prevent, treat and manage common medical conditions.
1045-1230 – Symposium: Assessing competencies using milestones along the way
Ara Tekian (University of Illinois at Chicago, USA), Brian Hodges (The Wilson Centre, University of Toronto, Canada), John Norcini (FAIMER, Philadelphia, USA), Trudie Roberts (Leeds Institute of Medical Education, UK), Lambert Schuwirth (School of Medicine, Flinders University, Adelaide, Australia)
Summary: During the past decade, a great emphasis has been placed on outcome based education. Many programs, both at undergraduate and postgraduate levels, have created “competencies” that summarize the fundamental knowledge, skills, and abilities that are required for the successful completion of a program. Furthermore, “milestones” are articulated to monitor and measure the progress of a person. This symposium will explore the different interpretations and misinterpretations of “competencies” and “milestones”, debate their application and usefulness in health professions education, and probe the controversies inherent in measuring them. These concerns will be examined through the European, American, Canadian and Australian perspectives.
1400-1530 – Symposium: Challenges in Postgraduate Medical Education: A Global View
Linda S Snell (McGill University, Canada), Richard Doherty (Royal Australian College of Physicians, Australia), Jason Frank (Royal College of Physicians & Surgeons of Canada), Jonas Nordquist (Karolinska Institute, Sweden)
Summary: Change is coming to PGME. Around the world postgraduate medical education is entering a period of rapid reform and globalization. What are the key issues facing postgraduate systems right now? What are considered current best# practices? What are the emerging directions for PGME? This dynamic panel session will provide insights from a diversity of PGME systems around the world, debate challenges and their solutions, and discuss directions with members of the audience. Participants will leave with insights that they can readily bring home to their own institutions.
* Session organised by AMEE Postgraduate Committee
1600-1730 – Symposium: Feedback: A fresh look at theories that inform perceptions, acceptance and use
Deborah Murdoch-Eaton (Leeds Institute of Medical Education, University of Leeds, UK), Monica van de Ridder (Albert Schweitzer Hospital, Netherlands), Joan Sargeant (Dalhousie University, Canada), Chris Watling (University of Western Ontario, Canada)
Summary: Providing meaningful feedback to learners continues to challenge medical educators. Exciting recent progress, informed by theories from psychology, sociology and education, has advanced our understanding of feedback and its role in learning. Feedback has been reconceptualised from a simple transmission of information to a facilitated conversation between learner and supervisor. Theory informs approaches which enable learners to seek, receive, understand, accept and use feedback. The objectives of this symposium are to 1) review theoretical perspectives which inform the process of sharing feedback and 2) engage the audience in a discussion of how these theories might be applied in their settings.
0830-1015 – Symposium: Changing the Culture of Learner Evaluation: Moving from Likert Scales to Narrative Description
Janice L. Hanson (University of Colorado Denver, School of Medicine, USA), J. Lindsey Lane (University of Colorado School of Medicine, Aurora, Colorado, USA), Ellie Hamburger (George Washington University School of Medicine and Health Sciences, Washington, DC, USA), Paul Hemmer (Dept of Medicine, Uniformed Services University of the Health Sciences, Bethesda, USA), Marjan Govaerts (Maastricht University, Dept. of Educational Development and Research, Maastricht, the Netherlands)
Summary: This symposium will confront the implicit assumption that “measurement” is preferable to “description” when assessing and evaluating learners in medical education. Symposium presenters will discuss why written narrative descriptions of learners’ performance may provide a more useful and valid foundation for assessment and evaluation than Likert-scale ratings and percentage scores from observation checklists and examinations. Presentations will also address practical approaches to eliciting useful narratives and explore the challenges of changing a culture of evaluation that has relied on numbers for most evaluation data. Participants will be invited into the lively conversation about the issues that emerge.
1045-1230 – Plenary: The things we know, the things we think we know but don’t, and the things we don’t know but should
Geoff Norman (McMaster University, Canada)
Summary: It is now more or less accepted that all educational interventions are created approximately equal. Systematic reviews provide little basis for continuing the common practice of espousing the virtues of one learning method over another. Such persistent beliefs in the face of negative evidence are pervasive in education. Conversely, contemporary educational psychology has identified a number of powerful educational interventions that can lead to large learning gains with minimal investment. Some examples are mixed practice, distributed practice, test-enhanced learning. Yet these strategies remain largely unknown to the medical education community. In this talk, I will systematically explore things we think work that don’t, and things that do work that we don’t know about. I will then advance some reasons why this may be the case, and some suggested strategies to avoid these problems in future.
Biography: Geoff Norman is Professor of Clinical Epidemiology and Biostatistics, McMaster University. He received a Ph.D. in nuclear physics from McMaster University in 1971, and subsequently a M.A. in educational psychology from Michigan State University in 1977. He is the author of 10 books in education, measurement and statistics, and 300 journal articles. His primary research interest is in cognitive psychology applied to problems of learning and reasoning. He presently holds a Canada Research Chair. He was elected a Fellow of the Royal Society of Canada in 2007. In 2008, he won the prestigious Karolinska Prize for lifetime achievement in medical education research.
1045-1230 - Plenary: Taking evidence seriously: what would happen to our training programmes?
Cees van der Vleuten (Maastricht University, the Netherlands)
Summary: Research in (medical) education has matured considerably and the body of knowledge has increased substantially. What are the big messages that come through from the research about the effectiveness of our teaching and learning programmes? What works in education? How does that relate to what we do in educational practice? What if we were to take the evidence seriously? How much colouring outside the lines would we need to do? Should we radically change?
Biography: Cees van der Vleuten trained as a personality psychologist and psychometrician and has a PhD in Educational Sciences from Maastricht University. He is Chair of the Department of Educational Development and Research and Scientific Director of the School of Health Professions Education at Maastricht University. His area of expertise lies in evaluation and assessment. He has published widely on these topics and holds several academic awards for this work including several career awards. He has frequently served as a consultant internationally. He has been a supervisor of more than 40 PhD students.
1215-1220 - Announcement of Prizes: Medical Teacher Poster Prize; AMEE ePoster Prize; Patil Awards
1220-1225: A look ahead to AMEE 2014, Milan (30 August to 3 September)
1225: Concluding remarks
1230: Close of conference