What is an IAMSE Meeting?

The annual meeting for the International Association for Medical Science Educators (IAMSE) is different than other meetings you attend as it focuses on YOU the educator! This is not just another education meeting; it is a meeting where you as an educator can network with colleagues from around the world who share your passions, concerns and ideas.

While attending the IAMSE meeting you might experience:

• A Focus Session - a 60 or 90-minute session that is intended to “focus in” on a specific topic in small group discussion format. Groups of 10-50 individuals consider a particular topic with the aim of reaching consensus or general recommendation. Formats can be variable. For instance, the Session Leader may arrange for the pros and cons of a particular issue to be presented by a mini-panel discussion. Alternately, the group may be subdivided and certain tasks assigned to be developed for summary during the last 20-minutes of the session. Discussion and consensus/resolution is the goal, so not more than one-third of the time is to be used for formal presentation.

• A Workshop - workshops are sessions less than three (3) hours in length with mainly “hands-on” opportunities for participants.

• An Oral Presentation - Authors of submitted poster abstracts can be invited to present their research in an oral presentation, or presenters can be invited directly by the Program Committee. Oral presentations are 15 or 20 minutes in duration including 5 minutes for discussion with the audience.

As well as:

• Poster Sessions
• Plenary Talks
• Panel Discussions
• Roundtable Discussions
• Opportunities to network with colleagues
• A gala dinner (included with registration!)

The 2011 Program Committee has been working for over a year to develop the program that will be presented in St. Petersburg this June. Take a moment to review the many different sessions scheduled at http://www.iamseconference.org

Registration and hotel information can also be found at the website.

As a reminder! The Call For Abstracts is currently open – deadline for submission is: March 1, 2010

Amy Wilson-Delfosse, Ph.D.
2011 IAMSE Program Chair

IAMSE WAS - Educating Physician Thought Leaders at the Virginia Tech Carilion School of Medicine

Educating Physician Thought Leaders at the Virginia Tech Carilion School of Medicine

Speaker: Richard C. Vari, Ph.D.

In this session we will discuss the medical education curriculum at the Virginia Tech Carilion School of Medicine that focuses on providing medical students an educational experience grounded in inquiry, research, and discovery. Through a unique partnership between Virginia Tech University and Carilion Clinic a private medical school was created to produce physicians who will possess the knowledge, skills and attitudes to become leaders in health care delivery. Beginning with a small class size of 42 students, carefully selected using a holistic interview process which includes the Multiple Mini-Interview, the program is designed to integrate four educational Value Domains across the four years of medical school: Basic Sciences, taught using a PBL-Hybrid model during the first two years, Clinical Sciences and Skills, Research, and Interprofessionalism. Students are required to complete a hypothesis-driven research project before graduation. In addition, a longitudinal interprofessional healthcare education program places medical students in various learning environments with nursing, physician assistant, and other allied health students. Our goal is to produce physicians with outstanding clinical skills and significantly enhanced research capabilities who will remain life-long learners. Moreover, they will have an understanding of the importance of interprofessionalism in order to enable them to more effectively function as part of a modern healthcare team.

For more information or to register:

http://iamse.org/development/2011/was_2011_winter.htm

Call for Nominations - IAMSE Master Teacher & Master Scholar Awards

Dear IAMSE Member:

At the 2007 annual meeting, IAMSE issued its first Master Teacher Award and Medical Education Scholarship Award. We would now like your nominees for the 2011 awards, which will be presented at the annual meeting in St. Petersburg.

The Master Teacher Award honors an IAMSE member who, over the course of many years, has consistently demonstrated extraordinary excellence in teaching, both at his/her institution and within IAMSE. Any teaching can be recognized, but nominations of members who have been active teachers at the annual IAMSE meetings or web seminars are particularly encouraged.

The Medical Education Scholarship Award recognizes an IAMSE member who has a distinguished record of educational scholarship, including educational research and/or dissemination of excellent and scholarly approaches to teaching and education. This could include development of multimedia medical educational programs, research in the areas of curriculum design and evaluation, student assessment, or innovative programs and methods.

These awards may be self-nominated, or by an IAMSE colleague. Details regarding each award, required materials, and deadlines are found in the download listed below. All nomination/application packets must be received by Julie Hewett (julie@iamse.org) no later than February 20, 2011. Nominations/applications for both awards will be reviewed by the Awards Committee in the Spring of 2011. Both awards will be given at the 2011 annual meeting in St. Petersburg.

Please review the attached criteria for submission.

Thank you,
Joseph P. Stein, PhD
Chair, Awards Committee

Susan Pasquale, PhD, MT-BC, NMT
Chair, Educational Scholarship Committee

Call for Nominations - IAMSE Board of Directors

Dear Members of IAMSE,

It's time once again to begin thinking about selection of those to serve on the Board of Directors of the International Association of Medical Science Educators (IAMSE). This is the governing body that determines the direction of IAMSE and all our various programs and activities. Each spring five of the Director positions become subject to election.

This message is a call to our membership for those who wish to be considered by the Nominating Committee as potential candidates. The formal "job descriptions" for IAMSE Director and Officers are posted at http://www.iamse.org/position_descrip.htm
The position of Board Member is an important responsibility. During the 3-year term of service, each is expected to be an advocate for the organization and to bring fresh ideas to IAMSE. In addition, each Director will be in charge of an IAMSE-sponsored project.

Board meetings are held via conference call every two months, and additional business may be conducted through e-mail.

If this opportunity to expand your influence in medical education while advancing the work of IAMSE fits your personal career goals, then I invite you to submit your nomination for "Board of Director.” To submit your self-nomination, please write a paragraph limited to 300 words, that includes a response to the following three questions:


* Your teaching activities over the last five years
* Your involvement in IAMSE activities since the first meeting in 1993
* Why you wish to be a Board member or Officer, or your goals for the organization

If you wish to nominate another individual, please submit their name, contact information and a statement as to why you feel they should be nominated.
Deadline for submission: February 15, 2011

Please submit these materials to: Julie@iamse.org

Sincerely
Thomas J. Schmidt, Chair
IAMSE Nominating Committee

Registration Now Open for the January 25th IAMSE Web Seminar

Annoucing Next Week's Web Audio Seminar!

Curriculum Integration and Student-Centered Learning at Oakland University William Beaumont School of Medicine

Speakers: Robert Noiva, Ph.D. and Angela Nuzzarello, M.D., MPHE

In this session, we will discuss some of the innovative instructional and support programs of the OUWB School of Medicine. Our curriculum utilizes an organ systems-based approach to instruction during the M1 and M2 years, employing weekly integrative team-based learning sessions to encourage small student groups to apply recently acquired knowledge to solve relevant clinical problems. Basic science content will be reinforced in the M3 and M4 years using weekly small group cased-based sessions highlighting clerkship-specific basic science concepts. The OUWB curriculum also features a four-year capstone project for all students, encouraging students to pursue independent activity in bench, clinical or translational research, as well as education-related or service-related activities. This capstone program allows students to pursue their passion in a mentored environment, while producing scholarly work of scientific or social importance. Recognizing that the path to becoming a physician is enhanced through guidance and mentoring, OUWB has also established the PRISM program (Promoting Reflection and Individual growth through Support and Mentoring), providing students with a multi-layered system of support that begins the first day of medical school and continues to graduation.

For additional information and registration details:

http://iamse.org/development/2011/was_2011_winter.htm

Last issue of JIAMSE - Special Flexner Issue

To all IAMSE members,

I write today to remind you to make sure to take a look at the most recent issue of the Journal of the International Association of Medical Science Educators, JIAMSE, accessible, of course, at www.iamse.org. Normally, the Publications Committee tries to guide you to the journal every month by providing you with a short review of one or two articles in a recent issue. This time, I enthusiastically recommend you read the whole issue. This issue marks ends and beginnings; it is historical in its significance! As you should know by now, it represents the last issue of JIAMSE, which will be replaced by Medical Science Educator, MSE, beginning with the next edition. It seems entirely fitting that the last issue is the “Flexner Issue” and every article commemorates the centennial of the seminal Flexner Report, a centennial which has also now just ended. Many would say that with its end, changes in medical education already begun will accelerate, perhaps spearheaded by the release of what has been called the new Flexner Report, Educating Physicians: A Call for Reform of Medical School and Residency commissioned by the Carnegie Foundation for the Advancement of Teaching and Learning, as was the Flexner Report, and authored by Molly Cooke, David Irby and Bridget O’Brien.

The JIAMSE “Flexner Issue” was guest edited by Pat Finnerty, Past President of IAMSE, and is dedicated to former JIAMSE editor-in chief Uldis Streips, a Louisville man like Flexner and a great Flexner acolyte; former production editor Marshall Anderson and the Editorial Board of JIAMSE. The articles invited for this issue offer insights from the perspective of the Flexner Report on the teaching of each of the major disciplines considered to be the foundational sciences for the study of medicine. There are also some articles that provide viewpoints about the teaching of the foundational sciences in medical schools outside the United States and Canada. The whole issue is a great read and really summarizes a great deal about the teaching of the sciences basic to medicine historically up to the present time.

Dani L. McBeth, Ph.D.
Chair, Publications Committee

Registration Now Open for the January 18th IAMSE Web Seminar

Dear Colleagues ...

Join us for the next IAMSE Web Audio Seminar:

Speakers: Dennis Baker, Ph.D. and Mary Johnson, Ph.D.

The Florida State University College of Medicine (FSU CoM), founded in 2000, was established through a legislative mandate to educate physicians responsive to community needs and who provide patient-centered care to elder, minority, and underserved populations in Florida. FSU CoM is the oldest of the 'new medical schools.' Our clinical curriculum is delivered in the context of a community-based distributed campus model at six regional campuses spread across the entire geographic span of Florida. All clinical teaching is conducted by community-based physicians, with 70% of that training occurring in the ambulatory setting. Connecting year 1 and 2 basic science and clinical faculty to year 3 and 4 community-based clerkship directors to create a 'continuous educational experience' for students is challenging but very necessary. In this presentation we will share strategies we have employed to promote the exchange of information between regional campus clerkship directors and year 1-2 basic science course directors. Additionally we will describe collaborative strategies our central campus faculty has utilized to create year 1 and 2 courses with a strong clinical emphasis by incorporating input from regional campus clerkship directors. One successful approach was sharing specific objectives from courses and clerkships using the ACGME competency domains as a focal point.

For more information about this session or any upcoming sessions please go to:
http://iamse.org/development/2011/was_2011_winter.htm