Basic Medical Science Course Directors in Integrated Medical Curricula
Presenter: Cynthia Standley
In this session we will discuss the creation of an integrated systems block curriculum from the perspective a basic medical scientist. During the first two years of the Phoenix track of the ArizonaMed curriculum, the curriculum is designed in blocks that integrate the traditional basic science disciplines (physiology, anatomy, pathology, etc.) into organ systems and disease units. Clinical content and skills are progressively integrated with basic science subjects. Woven through the blocks are curricular themes covering such topics as behavioral science, ethics and humanism, bioinformatics, population and public health. The following questions will be discussed: 1) What are the challenges for a basic scientist in designing integrated courses? 2) What resources are most helpful? 3) How do you orient a clinician to teaching in the preclinical years? 3) How do you choose your subject matter and prioritize what really needs to be taught? At the end of this session, participants will leave with a bevy of tips to get them started in designing or refining their own curriculum.
Oct 4 12:00 pm ET Basic Medical Science Course Directors in Integrated Medical Curricula
Registration: http://iamse.org/development/2012/was_2012_fall.htm
Thursday, August 30, 2012
Wednesday, August 29, 2012
IAMSE Web Seminar - Novel Assessment Strategies in an Integrated Curriculum
Novel Assessment Strategies in an Integrated Curriculum
Presenter: Judith Brenner, Samara Ginzburg, & Keith Metzger
In this session we will discuss the general scheme of assessment and some of the specific assessment techniques and instruments used to evaluate undergraduate medical students at the Hofstra North Shore-LIJ School of Medicine. The focus of this system of assessment is to both evaluate traditional medical student competencies as well as the ability of students to apply basic medical knowledge to clinical scenarios and link basic and clinical science. Additionally, our assessments aim to provide meaningful feedback to students in the form of developmental, competency-based milestones.
Topics highlighted in this session will be:
Sep 27 12:00 pm ET Novel Assessment Strategies in an Integrated Curriculum
Registration: http://iamse.org/development/2012/was_2012_fall.htm
Presenter: Judith Brenner, Samara Ginzburg, & Keith Metzger
In this session we will discuss the general scheme of assessment and some of the specific assessment techniques and instruments used to evaluate undergraduate medical students at the Hofstra North Shore-LIJ School of Medicine. The focus of this system of assessment is to both evaluate traditional medical student competencies as well as the ability of students to apply basic medical knowledge to clinical scenarios and link basic and clinical science. Additionally, our assessments aim to provide meaningful feedback to students in the form of developmental, competency-based milestones.
Topics highlighted in this session will be:
- Overview of the assessment scheme at the Hofstra North Shore-LIJ School of Medicine
- Use of a regular "Reflection, Integration and Assessment" week to provide opportunities for both summative and formative assessment of students
- Assessment of higher-order learning in traditional laboratory courses
- Assessment in Case-Based Learning: Use of self and group assessments in sessions and in weekly follow-up essays
Sep 27 12:00 pm ET Novel Assessment Strategies in an Integrated Curriculum
Registration: http://iamse.org/development/2012/was_2012_fall.htm
Tuesday, August 28, 2012
Master Scholar Award and Master Teacher Award for 2012.
Huntington, WV August 2, 2012 -
The International Association of Medical Science Educators (IAMSE) is pleased to announce the winners of the prestigious Master Scholar Award and Master Teacher Award for 2012. The Master Teacher Award was established to honor an IAMSE member who has consistently demonstrated extraordinary excellence in teaching. The Master Scholar Award recognizes an IAMSE member who has a distinguished record of educational scholarship.
Master Teacher Award Winner: Herb Janssen, MEd, PhD, He received his bachelor’s degree from Midwestern State University, a master’s degree in education and biology from Texas Tech University, and his Ph.D. in medical physiology from Texas Tech University Health Sciences Center. After completing his degree, he accepted a position in the Departments of Orthopedic Surgery and Physiology. Four years ago he moved to El Paso after he accepted a position as professor of physiology in the Department of Medical Education at the TTUHSC, Paul L Foster School of Medicine in El Paso. He currently teaches medical students, nursing students, and volunteers in outreach educational programs with local high schools. These outreach programs are designed to encourage high school students to pursue a career in the healthcare profession. He is currently rewriting an interactive textbook on renal physiology and is preparing a “user-friendly” guide for students planning to apply to medical school.
Master Scholar Award Winner: Giulia Bonaminio, PhD, She received her B.S. degree in Biology from Bowling Green State University and her M.S. and Ph.D. degrees in Molecular Genetics from The Ohio State University. She completed a postdoctoral fellowship in Medical Genetics at Stanford University. She served for five years as the Biomedical Curriculum Specialist at the University of Kentucky College of Medicine. In 1997 she moved to the University of Kansas School of Medicine. Dr. Bonaminio is the Associate Dean for Medical Education, the Director of the Office of Medical Education, and Research Professor in the Department of Family Medicine. She has been a member of IAMSE since 1997 and has served as a Board Member, Vice President, President and Past President. Dr. Bonaminio has recently been named a fellow by the Hedwig van Ameringen Executive Leadership in Academic Medicine (ELAM) Program for Women at Drexel University College of Medicine.
The International Association of Medical Science Educators (IAMSE) is a professional society based on the guiding principle that all who teach the sciences fundamental to medical practice should have access to the most current information and skills needed to excel as educators. With members in over 40 countries, IAMSE is international in scope and interdisciplinary in nature. For more information, please visit iamse.org.
The International Association of Medical Science Educators (IAMSE) is pleased to announce the winners of the prestigious Master Scholar Award and Master Teacher Award for 2012. The Master Teacher Award was established to honor an IAMSE member who has consistently demonstrated extraordinary excellence in teaching. The Master Scholar Award recognizes an IAMSE member who has a distinguished record of educational scholarship.
Master Teacher Award Winner: Herb Janssen, MEd, PhD, He received his bachelor’s degree from Midwestern State University, a master’s degree in education and biology from Texas Tech University, and his Ph.D. in medical physiology from Texas Tech University Health Sciences Center. After completing his degree, he accepted a position in the Departments of Orthopedic Surgery and Physiology. Four years ago he moved to El Paso after he accepted a position as professor of physiology in the Department of Medical Education at the TTUHSC, Paul L Foster School of Medicine in El Paso. He currently teaches medical students, nursing students, and volunteers in outreach educational programs with local high schools. These outreach programs are designed to encourage high school students to pursue a career in the healthcare profession. He is currently rewriting an interactive textbook on renal physiology and is preparing a “user-friendly” guide for students planning to apply to medical school.
Master Scholar Award Winner: Giulia Bonaminio, PhD, She received her B.S. degree in Biology from Bowling Green State University and her M.S. and Ph.D. degrees in Molecular Genetics from The Ohio State University. She completed a postdoctoral fellowship in Medical Genetics at Stanford University. She served for five years as the Biomedical Curriculum Specialist at the University of Kentucky College of Medicine. In 1997 she moved to the University of Kansas School of Medicine. Dr. Bonaminio is the Associate Dean for Medical Education, the Director of the Office of Medical Education, and Research Professor in the Department of Family Medicine. She has been a member of IAMSE since 1997 and has served as a Board Member, Vice President, President and Past President. Dr. Bonaminio has recently been named a fellow by the Hedwig van Ameringen Executive Leadership in Academic Medicine (ELAM) Program for Women at Drexel University College of Medicine.
The International Association of Medical Science Educators (IAMSE) is a professional society based on the guiding principle that all who teach the sciences fundamental to medical practice should have access to the most current information and skills needed to excel as educators. With members in over 40 countries, IAMSE is international in scope and interdisciplinary in nature. For more information, please visit iamse.org.
Tuesday, August 21, 2012
IAMSE Silent Auction Outcome
The IAMSE Development Committee is very pleased to announce that this year's Silent Auction at the IAMSE meeting in Portland was able to infuse $3000.00 into our organization's Annual Conference Scholarship!
As you maybe aware, the funds gathered through the Silent Auction each year are used to support competitive awards to medical education scholars; these awards are directed toward attendance and travel costs at our annual conference.
This year's awardee of the $1000.00 IAMSE Conference Scholarship was Leticia Rojas from Touro University in Nevada (USA). The funds allowed her to present her work "HOW TO ENSURE AN EFFECTIVE LEARNING ENVIRONMENT IN A MEDICAL INSTITUTION, A MIXED METHOD" at the Portland meeting. This scholarship provides for the ability of IAMSE to wisely invest in the professional promise of our novice medical education scholars and engage them in the mission and goals of our organization.
The committee offers its sincere thanks to all attendees who participated in this year's Silent Auction for their generous contributions to this wonderful program. We especially want to thank our benevolent auction item donors who make this event so successful year after year! We hope that you find these efforts to be a reflection of appropriate good stewardship of IAMSE's finances and that you will continue to support this scholarship program through your kind participation in the future.
Julie Tebo and Peter de Jong, co-chairs
IAMSE Development Committee
As you maybe aware, the funds gathered through the Silent Auction each year are used to support competitive awards to medical education scholars; these awards are directed toward attendance and travel costs at our annual conference.
This year's awardee of the $1000.00 IAMSE Conference Scholarship was Leticia Rojas from Touro University in Nevada (USA). The funds allowed her to present her work "HOW TO ENSURE AN EFFECTIVE LEARNING ENVIRONMENT IN A MEDICAL INSTITUTION, A MIXED METHOD" at the Portland meeting. This scholarship provides for the ability of IAMSE to wisely invest in the professional promise of our novice medical education scholars and engage them in the mission and goals of our organization.
The committee offers its sincere thanks to all attendees who participated in this year's Silent Auction for their generous contributions to this wonderful program. We especially want to thank our benevolent auction item donors who make this event so successful year after year! We hope that you find these efforts to be a reflection of appropriate good stewardship of IAMSE's finances and that you will continue to support this scholarship program through your kind participation in the future.
Julie Tebo and Peter de Jong, co-chairs
IAMSE Development Committee
Thursday, August 16, 2012
IAMSE Web Seminar - Adapt, evolve or become extinct
Adapt, evolve or become extinct: Making educational change work FOR you
Presenter: Rob Carroll
"It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change" - Charles Darwin
The education of students at the preschool through University level is rapidly changing, and instructors who understand the basis of these changes will be most effective educators. Most of the curriculum innovations are developed and supported by research on teaching and learning. This presentation will review the impact of Bloom's Taxonomy, Knowles' theory of the Adult Learner, and Kolb's 4-Stage Learning Cycle on the classroom and curriculum. Assessment of learning is also changing, moving from measuring knowledge (learning objectives) to skills (competencies). In the shift to competencies, today's mentor must stimulate and monitor the professional development of their students and trainees. In USA, medical residents are assessed by competencies which include Medical Knowledge, Patient Care, Practice-Based Learning and Improvement, Interpersonal and Communication Skills, Ethics and Medical Professionalism, and Systems-Based Practice. In this changing environment, the essential role of the teacher remains unchanged: to create an effective learning environment, to provide direction for the learner, and to model effective learning behaviors.
Sep 20 12:00 pm ET Adapt, evolve or become extinct: Making educational change work FOR you
Registration: http://iamse.org/development/2012/was_2012_fall.htm
Presenter: Rob Carroll
"It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change" - Charles Darwin
The education of students at the preschool through University level is rapidly changing, and instructors who understand the basis of these changes will be most effective educators. Most of the curriculum innovations are developed and supported by research on teaching and learning. This presentation will review the impact of Bloom's Taxonomy, Knowles' theory of the Adult Learner, and Kolb's 4-Stage Learning Cycle on the classroom and curriculum. Assessment of learning is also changing, moving from measuring knowledge (learning objectives) to skills (competencies). In the shift to competencies, today's mentor must stimulate and monitor the professional development of their students and trainees. In USA, medical residents are assessed by competencies which include Medical Knowledge, Patient Care, Practice-Based Learning and Improvement, Interpersonal and Communication Skills, Ethics and Medical Professionalism, and Systems-Based Practice. In this changing environment, the essential role of the teacher remains unchanged: to create an effective learning environment, to provide direction for the learner, and to model effective learning behaviors.
Sep 20 12:00 pm ET Adapt, evolve or become extinct: Making educational change work FOR you
Registration: http://iamse.org/development/2012/was_2012_fall.htm
Tuesday, August 14, 2012
Join us at Lunch at the AMEE Meeting
Dear Colleagues,
For those of you attending the 2012 AMEE meeting in Lyon in a couple of weeks, please plan to join us on Tuesday for lunch.
When: Tuesday, August 28, 2012
Where: St. Claire 3B
During lunch we will have the opportunity to share with the AMEE participants information about our association and what it has to offer its members as well as the current details for the 2013 IAMSE/AMEE Meeting in St. Andrews. Plus this will be a chance to say hello to your fellow colleagues from IAMSE, Slice of Life, GRIPE, TBLC and others.
Looking forward to seeing you in a couple of weeks!
Julie K. Hewett
IAMSE Association Manager
For those of you attending the 2012 AMEE meeting in Lyon in a couple of weeks, please plan to join us on Tuesday for lunch.
When: Tuesday, August 28, 2012
Where: St. Claire 3B
During lunch we will have the opportunity to share with the AMEE participants information about our association and what it has to offer its members as well as the current details for the 2013 IAMSE/AMEE Meeting in St. Andrews. Plus this will be a chance to say hello to your fellow colleagues from IAMSE, Slice of Life, GRIPE, TBLC and others.
Looking forward to seeing you in a couple of weeks!
Julie K. Hewett
IAMSE Association Manager
Thursday, August 9, 2012
IAMSE Web Seminar - Teaching to transform the brain
Teaching to transform the brain
Presenter: John Pelley
It is not surprising that the term "transformation" has multiple uses in educational thought. Information is transformed into knowledge, the brain is transformed physically, and learners are transformed into self-directed producers of their own understanding. This presentation will help teachers better understand both their role and the student's role in these transformation events. Learning always follows the same biological process involving a physical change in the brain. This change, termed consolidation, is not just limited to long-term memory, but occurs for any part of the learning process. The conscious use of any given functional area of the brain will, therefore, consolidate that part of the learning process. The Experiential Learning Cycle (ELC) proposed by Kolb is a Constructivist model that can has been matched by Zull to the major functional areas of the cerebral cortex to provide insight into the use of teaching strategies. It will be proposed here that each functional area of the brain represents a different learning skill. The development of neglected learning skills through Deliberate Practice (DP) automatically produces self-directed problem solvers by balancing the ELC. Teacher-directed DP spontaneously evolves into learner-determined DP resulting in lifelong maintenance of expert learning skills. As such, this presentation will provide an argument that learning skills can be developed through DP, just as with clinical skills - because clinical skills, after all, are learning skills.
It will be helpful but not essential if attendees visit Dr. Pelley's website at www.ttuhsc.edu/SOM/success and download the free book, SuccessTypes.
Sep 13 12:00 pm ET Teaching to transform the brain
Registration: http://iamse.org/development/2012/was_2012_fall.htm
Presenter: John Pelley
It is not surprising that the term "transformation" has multiple uses in educational thought. Information is transformed into knowledge, the brain is transformed physically, and learners are transformed into self-directed producers of their own understanding. This presentation will help teachers better understand both their role and the student's role in these transformation events. Learning always follows the same biological process involving a physical change in the brain. This change, termed consolidation, is not just limited to long-term memory, but occurs for any part of the learning process. The conscious use of any given functional area of the brain will, therefore, consolidate that part of the learning process. The Experiential Learning Cycle (ELC) proposed by Kolb is a Constructivist model that can has been matched by Zull to the major functional areas of the cerebral cortex to provide insight into the use of teaching strategies. It will be proposed here that each functional area of the brain represents a different learning skill. The development of neglected learning skills through Deliberate Practice (DP) automatically produces self-directed problem solvers by balancing the ELC. Teacher-directed DP spontaneously evolves into learner-determined DP resulting in lifelong maintenance of expert learning skills. As such, this presentation will provide an argument that learning skills can be developed through DP, just as with clinical skills - because clinical skills, after all, are learning skills.
It will be helpful but not essential if attendees visit Dr. Pelley's website at www.ttuhsc.edu/SOM/success and download the free book, SuccessTypes.
Sep 13 12:00 pm ET Teaching to transform the brain
Registration: http://iamse.org/development/2012/was_2012_fall.htm
Thursday, August 2, 2012
IAMSE Web Seminar - Reaching and Teaching Millennial Learners
Presenter: David H. Roberts
Generations are groups of individuals who are born or live at the same time and who share experiences and environmental influences by virtue of similar age. By extension and as a result of these shared experiences and environment, these groups often share attitudes, ideas, values, styles and problems. In the US over the last nearly 100 years, there have been several distinct generations, commonly known as the "Silent" generation, the "Baby Boomers", the Generation X, and now the "Millennial" Generation. Each generation has its own set of characteristics, defining moments and values, and shared conflicts and achievements. These generational characteristics have had and continue to have significant influences on teaching and learning at all pedagogic levels. The current generation poses a new set of challenges and opportunities for medical educators. This session will review those challenges, including the growing body of literature about digital professionalism as well as the opportunities, including specific strategies for educators to enhance teaching and learning for Millennial trainees.
Sep 6 12:00 pm ET Reaching and Teaching Millennial Learners
Registration: http://iamse.org/development/2012/was_2012_fall.htm
Generations are groups of individuals who are born or live at the same time and who share experiences and environmental influences by virtue of similar age. By extension and as a result of these shared experiences and environment, these groups often share attitudes, ideas, values, styles and problems. In the US over the last nearly 100 years, there have been several distinct generations, commonly known as the "Silent" generation, the "Baby Boomers", the Generation X, and now the "Millennial" Generation. Each generation has its own set of characteristics, defining moments and values, and shared conflicts and achievements. These generational characteristics have had and continue to have significant influences on teaching and learning at all pedagogic levels. The current generation poses a new set of challenges and opportunities for medical educators. This session will review those challenges, including the growing body of literature about digital professionalism as well as the opportunities, including specific strategies for educators to enhance teaching and learning for Millennial trainees.
Sep 6 12:00 pm ET Reaching and Teaching Millennial Learners
Registration: http://iamse.org/development/2012/was_2012_fall.htm
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