Program

Polish Day (Tuesday, May 5, 2020)

Conference Centre Faculty of Medicine
Jagiellonian University Medical College
ul. św. Łazarza 16, 31-530 Kraków
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Pre-event for Polish-speaking participants. See the full program.

Day 1 (Wednesday, May 6, 2020)

Conference Centre Faculty of Medicine
Jagiellonian University Medical College
ul. św. Łazarza 16, 31-530 Kraków
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Zapewnione tłumaczenie symultaniczne z j. angielskiego na j. polski.

Conference

8.35–8.50

Welcome and introduction

Organizing Committee

8.50–9.20

Opening Lecture: An overview of assessment of clinical competence leading to a radically different view

Prof. Cees van der Vleuten 

Maastricht University, The Netherlands

Session I: Assessment

9.20–9.40

The Teacher, the Assessor & the Patient Protector: the roles of faculty in the age of competency based medical education

Prof. Teresa Chan

McMaster University, Canada

9.40–10.00

Identifying and remediating poor performance in medical trainees

Prof. Anthony O'Regan

Royal College of Physicians of Ireland

10.00–10.20

Methods of postgraduate assessment and examinations

Dr. Mark Westwood

UEMS Council of European Specialist Medical Assessment, UK

10.20–10.40

The evolution of CME-CPD in Europe: the UEMS perspective

Prof. Vassilios Papalois

UEMS President, UK

10.40–11.10

Panel discussion

11.10–11.30

Refreshment break

Session II: Clinical reasoning

11.30–11.50

Teaching clinical reasoning: four key lessons from the literature

Prof. Steven J. Durning

Uniformed Services University, USA

11.50–12.10

Virtual patients and interprofessional clinical reasoning

Prof. Samuel Edelbring

Örebro University, Sweden

12.10–12.30

Workplace-based assessment to foster clinical reasoning

Prof. Sören Huwendiek

University of Bern, Switzerland

12.30–12.50

Why are we not as good clinicians as we think we are: cognitive biases in clinical reasoning

Prof. Reinold Gans

President UEMS Section of Internal Medicine, University of Groningen, The Netherlands

12.50–13.20

Panel discussion

13.20–14.00

Lunch break

Session III: Bedside teaching

14.00–14.20

The Power of One

Prof. Andrew Elder

University of Edinburgh, UK

14.20–14.40

Bedside teaching: the Stanford way

Prof. Poonam Hosamani

Stanford University, USA

14.40–15.00

EBM teaching at the bedside

Prof. Roman Jaeschke

McMaster University, Canada

15.00–15.20

Teaching teamwork at the bedside

Prof. Cynthia D. Smith

Vice-President, Clinical Education, American College of Physicians

15.20–15.50

Panel discussion

15.50–16.10

Refreshment break

Session IV: Technology enhanced learning in medical education

16.10–16.30

The effectiveness of virtual patient simulation in medical education

Dr. Andrzej Kononowicz

Jagiellonian University Medical College, Poland

16.30–16.50

Use of an on-line platform for the European Examination in General Cardiology: question writing and selection, standard setting, delivery and candidate preparation

Prof. Chris Plummer

Chair, European Examination in General Cardiology Board, UK

16.50–17.10

Making massive open online courses in medicine and healthcare: exploring their value for learners

Luke Woodham

St George's University of London, UK

17.10–17.30

Harnessing the power of social media for medical education: the past, the present, and the future

Prof. Teresa Chan

McMaster University, Canada

17.30–18.00

Panel discussion

18.00

Closing remarks

Day 2 (Thursday, May 7, 2020)

Conference Centre Faculty of Medicine
Jagiellonian University Medical College
ul. św. Łazarza 16, 31-530 Kraków
See on map

Hands-on workshops

 11:30–13:30

Speakers and trainers:
Prof. Poonam Hosamani (Stanford University, USA)
Prof. Andrew Elder (University of Edinburgh, UK)
Max. number of participants: 25
Fee: 30 €
Eligible participants: Physicians and students
Duration: 2 hours

Rationale: Physicians spend little time at the bedside in the modern hospital. Lack of time at the bedside has led to a decline in fundamental skills such as the physical examination, and threatens the physician-patient relationship, in addition to contributing to physician burnout. Many clinicians lack the confidence to model and teach bedside skills in front of their colleagues and trainees and lack the communication skills to include the patient as an active participant in the teaching process. At Stanford University, we have developed a unique, patient-centered model for teaching effectively at the bedside, understanding the time constraints that many students and trainees experience. We will demonstrate the power of the 5-minute Bedside Moment (5M2) as a way to teach the physical exam and model essential communication techniques. Participants will have the opportunity to create their own 5M2 that can be used as a teaching tool at their home institution.

Learning objectives: At the end of this workshop, participants will be able to:

  • Describe the components of the 5-minute Bedside Moment (5M2)
  • Create their own 5-minute Bedside Moment (5M2) to teach bedside skills to learners.
  • Demonstrate the 5-minute Bedside Moment to colleagues and obtain feedback on pedagogical style

 14:00-16:00

Speakers and trainers:
Prof. Teresa Chan (McMaster University, Canada)
Max. number of participants: 20
Fee: 30 €
Eligible participants: Students and professionals interested in serious games and/or teaching about complex systems
Duration: 2 hours

Rationale: The emergency department (ED) is one of the busiest places in a hospital and can often be overwhelming and difficult for learners to understand. A safe way to understand the processes within such an environment is simulation; a branch of simulation that has yet to be capitalized fully is the serious game, a game in which the objective is learning rather than fun. GridlockED was developed to help medical trainees better understand the workings of the ED and provide a low-risk way to practice managing patients in multi-patient environments. In this game, participants role play providers (nurses, emergency physicians, resident, radiologists, and consultants). Participants draw cards who become the patients they must take care of in each round. Participants will also be able to move around the providers to manage these patients in the most efficient manner. Each round may have its own set of challenges such as low number of staff or beds and through these challenges, participants are encouraged to work together. Using our game as a case study in the workshop, we hope to teach medical educators about how serious games can be used in medical education.

Instructional methods: There will be a short didactic component where we will provide a history of the game’s development and how it works. Attendees will then be divided into groups of 6–8 to play a game of GridlockED, which will be guided by the facilitators.
The workshop will end with a debrief and discussion where we will debate the merits of the game and compare it to other classroom based strategies. Participants will be guided to consider how and where serious gaming may be useful in their own disciplines.

Learning objectives: By the end of the session, participants will be able to:

  • Describe the role of and problems with serious games; 
  • Compare how a serious game and other classroom based strategies differ in their ability to teach certain topics (e.g. collaborating with other healthcare professionals)
  • Play the GridlockED game, and begin thinking about opportunities in their own disciplines to design a serious game.

 9:00–11:00 for medical educators only

Speakers and trainers:
Dr. Inga Hege (University of Augsburg, Germany)
Dr. Małgorzata Sudacka (Jagiellonian University, Medical College, Poland)
Dr. Andrzej Kononowicz (Jagiellonian University, Medical College, Poland)
Prof. Steven Durning (Uniformed Services University of the Health Sciences, USA)
Max. number of participants: 25
Fee: 30 €
Eligible participants: Physicians, nurses, paramedics
Duration: 2 hours

Rationale: The high incidence of medical errors is a burning issue across healthcare institutions worldwide. A considerable proportion of adverse events may be avoided if healthcare professionals develop better clinical reasoning abilities during their studies and deepen them more effectively in the workplace. Clinical reasoning encompasses a complex set of abilities applied in the thinking and decision-making processes associated with clinical practice. It includes, but is not limited to, such tasks as data gathering, interpreting, and synthesising information from various sources, as well as generating hypotheses, diagnoses and management plans. Yet, despite the importance of this topic to the healthcare professions practice, many teachers struggle with how to explicitly teach their students clinical reasoning abilities. In this interactive session we intend to highlight and contextualise in a discussion with the audience the most prevalent barriers in the explicit teaching of clinical reasoning that are commonly encountered in health professions education. Grounding this discussion informed by evidence from the literature and experiences collected by the participants of the EU-funded project DID-ACT, we will offer the participants a variety of strategies and potential solutions to overcome these difficulties. In small group discussions we will foster the use of strategies in their particular medical or healthcare schools.

Learning objectives: At the end of this workshop, participants will be able to:

  • Identify and reflect on barriers that inhibit explicit teaching of clinical reasoning.
  • Name methods for how to explicitly teach clinical reasoning in various contexts.
  • Develop ideas on how to overcome barriers for explicit clinical reasoning teaching at one's own institution.

 9:00-11:00

Speakers and trainers:
Dr. Mark Westwood (UEMS Council of European Specialist Medical Assessment, UK)
Max. number of participants: 12 (3 groups of 4)
Fee: 30 €
Eligible participants: All those involved in assessment and education of trainees, and those involved or thinking of using postgraduate assessment
Duration: 2 hours

Rationale: There are many different methods of assessment of knowledge but a common method used is the “single best answer from five choices’ style multiple choice question (MCQ). Multiple choice test items have several potential advantages, such as ease of marking, reliability and validity. They also have several limitations in terms of curriculum coverage and what they are able to assess in terms of ‘being a good doctor.’ It is important to not only be able to develop high quality MCQ’s but also to understand where they fit into the overall picture of postgraduate assessment.

Learning objectives: At the end of this workshop, participants will:

    Understand the advantages and limitations of this type of MCQ’s.
  • Have an understanding of how to form an MCQ (stem, question, test items and distractors).
  • Understand the basics of how to interpret results from an MCQ examination.
  • Know to work in teams to develop high quality MCQ questions.
American College of Physicans

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