IAMSE Call for Board of Director Nominations

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). Please note that this call is different from the call related to the officer positions (president, etc.) sent out on October 20.

IAMSE is looking for nominations and self-nominations of candidates from across the membership. International members are particularly invited.

This is the governing body that determines the direction of IAMSE and all our various programs and activities.

This Spring, three of the Director positions become subject to election and the formal "job descriptions" for IAMSE Director are posted here.

What is the role of a Board Member? The Board Member 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.

What is the time commitment for the Board Member? The term is for three years, renewable once. Board meetings are held via conference call every two months, with additional business 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 the Nomination Committee invites you to submit your nomination for "Board of Director.”

To submit your nomination or self-nomination by November 20, 5 PM PT, please click here!

We look forward to hearing from the IAMSE membership and thank you for your continued commitment to the IAMSE mission.

IAMSE Call for Poster and Oral Abstracts

The International Association of Medical Science Educators (IAMSE) is pleased to announce the call for abstracts for Oral and Poster presentations for the 20th Annual IAMSE Conference to be held in Leiden, The Netherlands from June 4-7, 2016. The IAMSE meeting offers opportunities for faculty development and networking, bringing together medical science educators from many professional disciplines and spanning the continuum of health care education.

All abstracts for Oral and Poster presentations must be submitted in the format requested through the online abstract submission site.

Please click here to submit your abstract.

Please note: The first time you enter the site, if you have not already done so previously, you will be required to create a user profile.

Submission deadline is December 15, 2015. Authors will be notified with a decision regarding their abstract submission by March 1.

Visit the IAMSE Booth at The Generalists, AAMC, and NVMO Meetings

In November, three leading conferences on Medical Education will take place that may be of interest to you. First, The Generalists in Medical Education will be holding their 2015 conference on November 8-9 in Baltimore, Maryland. Information on this conference can be found through the website www.thegeneralists.org. Also in Baltimore, the 2015 Association of American Medical Colleges (AAMC) Medical Education Meeting with a special focus on education will be taking place from November 10-12.  For more information, please visit www.aamc.org. Finally, the IAMSE booth will also be exhibiting at the annual meeting of the Netherlands Association for Medical Education (NVMO) in Rotterdam, The Netherlands on November 12 and 13. Information on the 2015 NVMO meeting can be found at www.nvmo.nl.

The IAMSE booth will be present at these conferences to exhibit and to promote the work and services of IAMSE, so if you plan on attending these meetings, please don't forget to swing by and say hello! We look forward to seeing you there!

Save the Date! IAMSE Winter Web Series Seminar: Research in Health Sciences Education

IAMSE is pleased to announce the Winter 2016 Web Seminar!

Research in Health Sciences Education

As health scientists and clinicians, we approach bench and bedside research in logical steps: define questions, plan approaches, fund projects, gather and analyze data, and publish results. As health science educators, our responsibility to our students is to be as efficient and effective as we can be in our educational approaches. We need to follow these same logical steps of scholarly activity to determine the best practices for our teaching and to promulgate results to our colleagues. But few of us are formally trained in education research. How do we translate our skills into this new arena?

This series of six sessions brings together some of the world's experts in health sciences education research. Dr. Geoff Norman will provide an overview of current and future directions, and Dr. Grace Brannan will get us started with defining research questions and developing approaches. Dr. David Yens will pick up on this foundation with more specifics on how to conduct health science education research. Dr. Jane Dumsha will discuss the important topic of finding funds for your research, and Dr. Peter de Jong will talk about publishing your results. Our final session will provide the unique opportunity of a panel discussion with Editors of five top journals in health sciences education. Their tips for success will provide invaluable help in getting your research published and read by your target audience.

January 7 - Overview of the Status and Future Direction - Presented by Geoff Norman

January 14 - How to Get Started - Presented by Grace Brannan

January 21 - How to do Educational Research - Presented by David Yens

January 28 - How to Find Funding - Presented by Jane Dumsha

February 4 - How to Publish Your Results - Presented by Peter de Jong

February 11 - Panel Discussion: Current publication tips for success with the Editor-in-Chiefs of Medical Science Educator, Medical Teacher, Teaching and Learning in Medicine, Advances in Health Sciences Education, and Medical Education Online - Presented by Peter de Jong, Ronald Harden, Anna Cianciolo, Geoff Norman, and Scott Cottrell

Registration will open early November. Please visit www.iamse.org for more information.

IAMSE Call for Volunteers

Dear IAMSE Members,

Within our association, several committees are operating to help move the organization forward and achieve the strategic goals set by the Board of Directors. The contribution of our members to these committees is crucial and highly appreciated. At the moment, we are seeking a broad representation of professional educators, basic scientists, clinical scientists, and instructional technologists from around the world as volunteers for the following committees:

Educational Scholarship Committee: Responsible for awarding educational scholarships to members on behalf of IAMSE.

Finance Committee: Assists the treasurer with the financial health of IAMSE, including preparation of the annual budget. The Finance Committee is chaired by the treasurer.

Membership Committee: Responsible for evaluating the needs of IAMSE’s membership and recommends appropriate ways to meet those needs. The Membership Committee will also develop methods and programs for active membership recruitment and retention.

Organizational Development Committee: Responsible for pursuing federal, foundation, corporate, and private funding on behalf of IAMSE. This committee also oversees the marketing outreach of IAMSE.

Publications Committee: Responsible for oversight and management of all publications on behalf of IAMSE. The Publications committee will work together with the Editorial Board of the journal.

Webcast Audio Seminar Committee: Responsible for scheduling, finding speakers and content for, and promoting the Web Seminars.

In general, we expect members of the committees to be available for a one hour monthly phone meeting and accessibility by email. If you would like to be considered for a position on any of these committees, please send a brief statement of your interest and qualifications to brandi@iamse.org by November 15.

We hope that you will consider becoming involved in this important and collegiate work.

For additional information or questions please contact brandi@iamse.org

Visit the IAMSE Booth at the PNEG Meeting

Dear Colleagues,

The 2015 Professional Nurse Educators Group (PNEG) Annual Conference will be taking place in Indianapolis, Indiana from October 22-25. The IAMSE booth will be present at the conference to exhibit, so if you plan on attending this meeting, do not forget to swing by and say hello!

Click here for more information on the PNEG conference.

IAMSE 2016 Focus Session Reminder

Dear Colleagues,

The deadline for the "2016 Call for Focus Sessions" is quickly drawing to a close! The submission deadline is October 10, 2015. As a reminder, proposals are to be submitted in the format requested through the online proposal submission site. Submitting authors will be notified with a decision regarding their proposal by December 1, 2015.

Also, take note that the Call for Poster/Oral Abstracts will be sent in the coming weeks. Please contact Brandi Hinkle Brandi@iamse.org for any questions about this call.

Thank you,

Luke Mortensen
IAMSE 2016 Program Chair

IAMSE 2017 Call for Volunteers

Dear IAMSE Members,

The time has come to begin planning the 2017 Annual IAMSE Meeting! The first step in the process is to form the Program and Review Committees.

We are seeking a broad representation of professional educators, basic scientists, clinical scientists, and instructional technologists from around the world. The role of the Program Committee is to establish a theme and schedule for the program, select and invite pertinent speakers, and collaborate on various tasks as needed in order to provide the membership with an outstanding annual meeting. The Review Committee, which will work with the Program Committee, will oversee the abstract review and selection process. Your availability for a one-hour monthly phone meeting and ready accessibility by email from January 2016 through the program in July 2017 is expected, in addition to great ideas and a collegial spirit! The names of participating members will be credited in the conference program.

If you would like to be considered for a position on this Committee please send a brief statement of your interest and qualifications to brandi@iamse.org by October 15. We would like to complete selections by December 1 so we begin our meetings by phone in January 2016.

We hope that you will consider becoming involved in this important and collegial work.

For additional information or questions please contact brandi@iamse.org

Thank you,

Katie Huggett, 2017 Program Committee Chair
Luke Mortenson, Program Committee Past-Chair

IAMSE 2016 Updated Call for Focus Session Proposals

The International Association of Medical Science Educators (IAMSE) is pleased to announce the "Call for Focus Sessions" for the 20th Annual IAMSE Meeting to be held in Leiden, The Netherlands from June 4-7, 2016. The IAMSE meeting offers opportunities for faculty development and networking, bringing together medical sciences and medical education across the continuum of health care education.

Definition of a Focus Session: The purpose of a 90-minute Focus Session is to “focus in” on a specific topic in small group discussion format. Groups of 10-50 individuals consider a particular topic in an interactive format. 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 in a paradigm of professional development is the goal, so not more than one-third of the time is to be used for formal presentation (half of the time if using panel discussion format).

Proposals are to be submitted in the format requested through the online proposal submission site. Submission deadline is October 10, 2015. Session proposal acceptance notifications will be returned by December 1st.

Please note that the call for Poster/Oral Abstracts will be sent in mid-October. Please contact Brandi Hinkle Brandi@iamse.org for any question about this call.

Luke Mortensen
IAMSE 2016 Program Chair

IAMSE Web Seminar: "Educating Medical Students in a Clinical Environment Throughout the Entire Curriculum"

Educating Medical Students in a Clinical Environment Throughout the Entire Curriculum
Presenter: Brenda Rogers, MD, FAAP, FACP
October 8, 12 PM ET

Innovative approaches to medical student education in the US have recently been discussed again as the cost of higher education and medical school continue to increase. Creative options have been proposed, including elimination of clinical experiences, requiring historical medical school coursework to be completed in the undergraduate years and shortening the duration of medical school, among others. In this webinar, information about a six year combined Baccalaureate/MD program will be provided. In this program, students are admitted directly from high school and immediately begin integrated undergraduate and medical school coursework. Similar to medical schooling in other countries, this program has over 40 years’ experience educating students in the heart of the US.  With over 3000 graduates, the program has alumni who are instrumental in many aspects of medicine, achieve great success and hold remarkable leadership positions throughout the United States.

Click here to register! 

IAMSE 2016 Call for Focus Sessions

Learning Assessment:  Connecting Health Science and Clinical Competence

Dear Colleagues,

The International Association of Medical Science Educators (IAMSE) is pleased to announce the call for focus sessions for the 20th Annual IAMSE Meeting to be held in Leiden, The Netherlands from June 4-7, 2016. The IAMSE meeting offers opportunities for faculty development and networking, bringing together medical sciences and medical education across the continuum of health care education.

All abstracts must be submitted in the format requested through the online abstract submission site https://iamse.site-ym.com/. Submission deadline is October 10, 2015. Abstract acceptance notifications will be returned by December 1st.

Please contact Brandi Hinkle (Brandi@iamse.org) for any question about this call.

Looking forward to seeing you in Leiden next year!
The IAMSE 2016 Program Committee

Visit IAMSE at AMEE

Dear IAMSE Members,

The 2015 AMEE Annual Conference will be taking place in Glasgow, Scotland, United Kingdom from September 5-9. The IAMSE booth will be present at the conference exhibit, so if you plan on attending this meeting, do not forget to swing by and say hello!

Click here for more information on the AMEE conference.

IAMSE Web Seminar: "An Accelerated Pathway to Produce 21st Century Primary Care Physicians"

An Accelerated Pathway to Produce 21st Century Primary Care Physicians
Presenters: Tonya Fancher, MD, MPH and Mark Henderson, MD, FACP
October 1, 12 PM ET

There are concerns that the current medical education structure and processes are inefficient and do not adequately prepare our students to function in our evolving healthcare systems. New educational models significantly modify the historic 2 + 2 time-based framework of UME. However, challenges will arise in implementing these new models. What will the impact be on accreditation processes, student selection for and matriculation into residency, and eligibility for licensure and board certification? The panelists will discuss the current controversies that arise in relation to the transformation of the educational program and provide an update on the Accelerated Competency-based Education in Primary Care (ACE-PC) at the University of California, Davis - a 6 year UME-GME pathway for students interested in primary care careers.

Click here to register!

IAMSE Web Seminar "Closing the gap between undergraduate medical education and practice realities of today and tomorrow"

Closing the gap between undergraduate medical education and practice realities of today and tomorrow
Presenter: Lotte Dyrbye, MD, MHPE, FACP
September 24, 12 PM ET

During this session Dr. Dyrbye, the PI on Mayo Medical School’s Accelerating Change in Medical Education Grant, will describe efforts to design, implement, and evaluate a new model of science of health care delivery (SHCD) education, generate milestones specific to SHCD and novel assessment tools, and a ‘resiliency toolbox’ of resources and to better prepare students to care for themselves and each other.

Click here to register!

IAMSE Web Seminar: "A Developmental Pursuit of Foundational Scientific Knowledge"

A Developmental Pursuit of Foundational Scientific Knowledge

Presenter: Kim Lomis, MD, Vanderbilt School of Medicine

September 17, 12 PM ET

This session will describe efforts at Vanderbilt University School of Medicine to inculcate attention to the scientific foundations of medicine during the post-clerkship phase (years 3 and 4 in our revised “Curriculum 2.0”). We will discuss “Integrated Science Courses,” which intertwine ongoing foundational learning with clinical experiences to enhance student perception of relevance. We will discuss a model to intentionally foster master workplace learners by articulating a process for ongoing learning throughout one’s medical practice. Finally, we will discuss the use of shared developmental milestones throughout the entire curriculum to measure students’ approach to learning and ongoing knowledge acquisition.

Click here to register!

IAMSE Web Seminar: "Value Added Student Roles that Align Education and Health System Needs"

"Value Added Student Roles that Align Education and Health System Needs"

 Presenter: Jed Gonzalo, MD & Britta Thompson, PhD, MS
 September 10, 12:00 PM ET

This session will describe Penn State College of Medicine’s new Systems Navigation Curriculum (SyNC) which involves building relationships and collaborating with leaders of affiliated health systems in central Pennsylvania to design educational experiences that align medical education with health system needs. SyNC, launched in August 2014, combines a course in the Science of Health Systems with an immersive experience as a patient navigator. We will focus our discussion on the patient navigation component which provides opportunity for value added student roles in clinical settings in the Penn State Hershey Health System and other health systems throughout central Pennsylvania. In addition, we will discuss how the longitudinal curriculum integrates core systems sciences such as health policy, high-value care, and population and public health with two threads related to evidence-based medicine, along with teamwork and leadership training throughout seven modules. Both the curriculum and patient navigation component are designed to allow students to develop the knowledge, skills and attitudes to function effectively amid the complexities of an evolving health system.

Click here to register! 

Upcoming sessions:
 “A Developmental Pursuit of Foundational Scientific Knowledge" Kim Lomis

 “Closing the Gap Between Undergraduate Medical Education and Practice Realities of Today and Tomorrow” Lotte Dyrbye

 “An Accelerated Pathway to Produce 21st Century Primary Care Physicians” Tonya Fancher & Mark Henderson

 “Educating Medical Students in a Clinical Environment Throughout the Entire Curriculum” Brenda Rogers

Registration Available for the IAMSE Webcast Audio Seminar Fall 2015 Series

Registration is now open for Webcast Audio Seminar Fall 2015 Series. Sessions start on Friday, August 28, 2015. 

Evolution and Revolution in Medical Education – Placing Faculty and Students in New Experiences for Teaching and Learning

The Fall IAMSE webinar series has been traditionally dedicated to highlighting the most current issues in health sciences education, newest and most innovative technological teaching applications, and cutting-edge curricular developments that are advancing teaching and learning in the health sciences. We will continue this tradition this year by focusing on programs that are changing roles of faculty from traditional “sage-on-the-stage” content deliverers to motivators, synthesizers, mentors, facilitators, and learning coaches; changing learning environments from the traditional classroom to more experiential clinical learning sites based in-part on health system needs, utilizing competencies and milestones to measure student learning and progress that foster a flexible progression through the curriculum and integrate basic science into the clerkships, developing curricula that focus on “student well-being and resiliency”, and modifying timelines for student progression to residency. We are planning to include several of the new “Accelerating Change in Medical Education” initiatives recently funded by the American Medical Association. The description of the individual sessions, with presenters and corresponding dates will be available soon. Please check the IAMSE website for these updates.

Sep 10	"Value Added Student Roles that Align Education and Health System Needs"	Jed Gonzalo
Sep 17	"A Developmental Pursuit of Foundational Scientific Knowledge"	Kim Lomis
Sep 24	"Closing the Gap Between Undergraduate Medical Education and Practice Realities of Today and Tomorrow"	Lotte N. Dyrbye
Oct 1	"An Accelerated Pathway to Produce 21st Century Primary Care Physicians"	Tonya Fancher & Mark Henderson
Oct 8	Educating Medical Students in a Clinical Environment Throughout the Entire Curriculum	Brenda Rogers

---

WHEN
Starting Thursday September 10, 2015 12:00PM - 1:00PM EST
Ending Thursday October 8, 2015 12:00PM - 1:00PM EST


More Information
View Session Descriptions

View Series Details

For additional information or questions, please contact support@iamse.org

Sincerely,
IAMSE WAS Committee

2015 IAMSE Master Teacher Award Winner

2015 Master Teacher Award Winner

Huntington, WV June 26, 2015 - 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 2015. The Master Teacher Award was established to honor an IAMSE member who has consistently demonstrated extraordinary excellence in teaching.

Master Teacher Award Winner: John Szarek, PhD, CHSE, John received his PhD in Pharmaceutical Sciences from the University of Kentucky College of Pharmacy, a BS in Pharmacy from the University of Illinois Chicago College of Pharmacy, and a BS in Biology from the University of Illinois Urbana. In 2013 he became a Certified Healthcare Simulation Educator by the Society for Simulation in Healthcare. Prior to moving to Scranton, PA and joining the faculty at The Commonwealth Medical College (TCMC), he was a member of the faculty at Marshall University School of Medicine where he was involved in lunch research, Chair of the Department of Pharmacology at Ross University School of Medicine in Dominica where he also started and ran the simulation program for the second year medical students, and a faculty member and Director of Human Simulation at A.T. Still University School of Osteopathic Medicine in Arizona. John wears many hats at TCMC. Foremost he is a Professor of Pharmacology in the Department of Basic Sciences and the Director of Clinical Pharmacology, as well as Education Director for curriculum thread for TCMC, a role in which he helps develop and lead activities bringing together students from multiple health professions schools in the surrounding geographic area.

John’s focus began to shift toward teaching and learning about 15 years ago after participating in a week-long course on effective teaching. He found himself reading books and journals related to education and attending workshops to learn more about teaching and learning. He has published abstracts and manuscripts related to medical education, and conducted many faculty development sessions at TCMC and society meetings (ASPET, IAMSE, SSH, and AMSPC) on topics such as facilitating small group sessions, the use of simulation in medical education, question writing, and presentation skills. More recently, he has been an advocate for the flipped classroom and Interprofessional education. In addition to thanking IAMSE for this honor, he is most grateful to his wife of 35 years, Laura, for her love and support throughout this journey.

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.

Call for Submissions - IAMSE Connects

Dear IAMSE members,

The next issue of the electronic membership newsletter of the International Association of Medical Science Educators, IAMSE Connects, will be published in July. The purpose of this newsletter is to connect the IAMSE membership with information, opportunities, resources and each other. We are very pleased to dedicate one section of this newsletter to recognize the professional accomplishments of our members but we need your help! Have you received awards or promotions or landed a great new job in the last year? We would like to know about it and celebrate your accomplishments in our newsletter. Please send your news to support@iamse.org for inclusion in the next edition. Sorry, we can only include professional accomplishments in the newsletter, but welcome you to share your personal news on the IAMSE Facebook page! Thanks for your help! 


Deadline: July 1, 2015.

IAMSE 2015 Come Visit Our Exhibitors!

The 2015 IAMSE Annual Meeting is just around the corner! An integral part of our annual meeting is the support we receive from our exhibitors. Our annual meeting’s success is a direct result of our conference attendees and our exhibitors and the networking experience they share. Below is a brief introduction to some of our exhibitors. AD Instruments ADInstruments offers data acquisition and visualization solutions to help medical educators teach their students more effectively. Our unique Patient Case Library allows students to experience practical health care from all angles, tracking a patient’s real life experience and includes everything you need to make case studies for your students; patient history, interviews with patients, their clinicians and other stakeholders, and real life test results and scans. American Association of Colleges of Osteopathic Medicine The American Association of Colleges of Osteopathic Medicine (AACOM) represents the 31 accredited colleges of osteopathic medicine in the United States. AACOM’s mission is to provide leadership for the osteopathic medical education community by promoting excellence in medical education, research, and service, and by fostering innovation and quality across the continuum of osteopathic medical education to improve the health of the American public. Anatomage  Anatomage products are used in tens of thousands of clinics and hospitals both in the US and internationally. These include image guided surgical devices, surgical instruments, radiology software, imaging equipment, and display equipment. Association for Medical Education in Europe The Association for Medical Education in Europe (AMEE) is an international Association with members in 85 countries throughout the world. AMEE helps teachers, curriculum developers, assessors, researchers, administrators and students to keep up to date with developments in medical and healthcare professions education. Association of American Medical Colleges Founded in 1876 and based in Washington, DC, the Association of American Medical Colleges (AAMC) is a not-for-profit association representing all 141 accredited U.S. and 17 accredited Canadian medical schools; nearly 400 major teaching hospitals and health systems, including 51 Department of Veterans Affairs medical centers; and 90 academic and scientific societies. ExamSoft Worldwide, Inc. ExamSoft offers a market-leading assessment management and analytics platform that delivers powerful, actionable data to assess learning outcomes and improve learning, engagement, and retention. Its software suite enables clients to efficiently and practically administer exams and analyze resulting data to improve curricular design, test design, and accreditation compliance. Group for Research in Pathology Education  The Group for Research In Pathology Education (GRIPE) is an academic society of medical educators who teach pathology. To that end, we develop and share teaching resources, promote scholarly research and innovation in medical education, faculty development materials, and provide mutual support at our annual meeting in January. i-Human Patients, Inc. i-Human Patients, Inc. (IHP) provides interactive, scalable e-learning solutions for healthcare professional students and clinicians to promote the delivery of high quality, cost-effective care, and to ensure an adequate supply of qualified providers. Like a flight simulator for physicians and nurses, IHP’s cloud-based simulated patient encounters help rapidly and fully develop providers’ most critical cognitive competencies – patient assessment and diagnostic reasoning – so that they can pursue appropriate interventions and treatment plans. Med-U  MedU brings medical educators together to develop innovative tools for educating tomorrow's physicians in today's healthcare environment. We have advanced medical education through collaborative development, maintenance, and research of innovative and comprehensive computer-assisted instruction programs National Board of Medical Examiners The NBME is an independent, not-for-profit organization that provides high-quality examinations for the health professions. Protection of the health of the public through state of the art assessment of health professionals is the mission of the NBME, along with a major commitment to research and development in evaluation and measurement. OtoSim Inc. OtoSim Inc is the leading innovator in Otoscopy and Ophthalmoscopy training through OtoSim 2™, PneumatoSim™ and OphthoSim™ simulation systems that utilize hand-held devices, libraries of clinical scenarios with images and a series of interactive self-examinations. Clinical studies have shown a doubling in diagnostic accuracy with OtoSim 2™ simulators offering unparalleled level of interactivity between an instructor and a student for both improved teaching and learning experience. Springer Science + Business Media Springer is a leading global scientific, technical and medical publisher, providing researchers with quality content via innovative information products and services. Our eBook Collection contains more than 160,000 titles and we publish more than 2,500 journals in total. We are also home to the largest open access portfolio worldwide, with over 420 open access journals. We are proud to be the publisher of Medical Science Educator, the official peer-reviewed publication of IAMSE. Tanenbaum Center for Interreligious Understanding The Tanenbaum Center for Interreligious Understanding is a secular not-for-profit that promotes mutual respect with practical programs that bridge religious difference and combat prejudice in health care settings, schools, workplaces, and areas of armed conflict. Team-Based Learning Collaborative  The Team-Based Learning Collaborative is a leading catalyst for transforming and supporting education through Team-Based Learning at all levels and in all fields. The Generalists in Medical Education  The Generalists in Medical Education welcomes basic scientists, clinicians, and other educators interested in medical education. We are educators who teach, conduct research, and provide support services in all areas of predoctoral, postdoctoral and continuing medical education. Specific areas of interest include curriculum and faculty development, testing and evaluation, and student services. At each annual conference, we exchange ideas and knowledge to enhance our professional growth. We are committed to improving medical education with the goal of enhancing patient care. Thieme Medical Publishers  Thieme Publishers (www.thieme.com) is an award-winning international medical and science publisher serving health professionals and students for more than 125 years. Thieme promotes the latest advancements in clinical practice, publishes the latest research findings, advocates medical education and is known for the high quality and didactic nature of its books, journals, and electronic products. We look forward to seeing you in San Diego!

Sincerely, IAMSE Admin Team

Save the Date! Fall IAMSE Webcast Series

Evolution and Revolution in Medical Education 


Begins September 10th, 2015 


Registration will be open July 1st, 2015

IAMSE Connect with us on Social Media

Dear Colleagues,

Stay up to date with all of the latest IAMSE news and meeting updates by subscribing to IAMSE on social media! IAMSE can be found on Facebook, Twitter, and LinkedIn. Please see details below!

IAMSE Facebook
Medical Science Educator Facebook
IAMSE Twitter
IAMSE LinkedIn

Registration for the 19th Annual IAMSE meeting is still open. At the annual meeting faculty, staff and students from around the world who are interested in medical science education join together in faculty development and networking opportunities. Sessions on curriculum development, assessment and simulation are among the common topics available at the annual meetings. For updates on the upcoming 19th Annual IAMSE Meeting, please visit the meeting website at http://www.iamseconference.org

Thank you,
IAMSE Admin Team

IAMSE 2015 Silent Auction

Dear IAMSE Members,

As you may well know IAMSE conducts a silent auction at the annual meeting each year. The purpose of the money raised from the silent auction is to fund scholarships for attending the annual meeting. It is important to support and foster the interests and scholarly activities of the younger generation who will one day step into our shoes. This year two people will participate in this year’s annual conference in San Diego, CA with support from this fund. We hope this year's event will be even more successful than before.

So, how can you help? Please consider donating items that would be appealing to our members. Even if you are unable to attend the meeting this year in San Diego you can still participate! Please contact our office regarding the items you would like to donate and we will help make that happen on your behalf. Examples of past contributions include (but are not limited to) the following: functional equipment, computer hardware (older versions of the iPad!), software - educational programs or applications, signed artwork / photographic images, jewelry, books, textbooks, video or graphic supplies, lab supplies, lab or service bureau gift certificates, retail gift certificates, medical or photographic antiques, collectibles, handcrafted items, promotional items from suppliers, mugs, t-shirts, caps, etc. from your institution/state/country, food, wine, or specialties of your state/region/country, vacation homes to be used for a week, and airline miles.

Please let us know which items you will donate, so we can create the item list. Please email Julie@iamse.org.

Thank you for considering your contributions to this important endeavor. We look forward to seeing you or at least your donated items in San Diego.

IAMSE Board of Director Elections - Results

Dear IAMSE Members,

It is my pleasure to announce to you that we have two newly elected and two re-elected members of our Board of Directors. Thanks to all who participated in our recent election process. These new Board members will initiate their terms immediately following the June annual conference.

Newly Elected:

Neil Osheroff
Vanderbilt University School of Medicine

Ann Poznanski
California Northstate University College of Medicine

Re-elected:

Norma Saks
Rutgers, Robert Wood Johnson Medical School

Greg Smith
St. Louis University School of Medicine

Please join me in congratulating our new and returning Board members as they join our continuing efforts to make IAMSE the preeminent international venue for faculty development and collaboration in health sciences education.

I look forward to seeing you at our upcoming meeting in San Diego this June (http://www.iamseconference.org). It’s not too late to register and participate in what promises to be a fantastic meeting in an absolutely beautiful setting!

Regards,
Amy

Amy L. Wilson-Delfosse, Ph.D.
President, International Association of Medical Science Educators
Professor of Pharmacology
Associate Dean for Curriculum
Case Western Reserve University School of Medicine 

IAMSE Pre-conference Workshop Highlights

Early Bird Registration Deadline: APRIL 1

The 19^th Annual IAMSE meeting is taking place from June 13^th through June 16^th, 2015. Saturday, June 13^th is a pre-conference and faculty development workshop day, and we would like to highlight some of the sessions for you. We look forward to seeing you in sunny San Diego!

Flipping the Classroom: Integrating Active Learning into the Curriculum

Presenters: John Szarek, Kathryn Huggett, William Jeffries

The one-hour lecture remains the traditional unit of medical education, particularly for the foundational sciences. However, it is generally agreed that most lectures limit engagement and therefore promote only “passive” learning and do not promote long-term retention. Medical educators have thus been investigating techniques to promote active learning, which promotes longer term retention and deeper understanding of scientific concepts. In active learning, the student often participates as a partner in the teaching and learning of the group as a whole. This approach is well-suited for the integration of basic and clinical sciences. A variety of active learning techniques, collectively known as “flipping” the classroom, have emerged as a way to expand the boundaries of learning within the confines of the traditional large group setting. After participating in this session, participants will be able to:

 1. Define active learning and explore barriers to active learning in health sciences teaching

2. Explain how active learning strategies can promote integration of basic and clinical sciences

3. Describe methods for introducing active learning into large group settings

4. Describe strategies for selecting and curating curricular content

5. Engage in demonstrations of the “flipped” classroom and develop strategies for introducing it into their own teaching. 

This session is intended for basic science and clinical faculty members of health sciences schools who engage in large group teaching and/or who are involved in course/curriculum planning. Faculty members who are developing active learning strategies for the first time, as well as those who have experience using these strategies but seek additional ideas for content and implementation are welcome. 

Basics of TBL in a Day

Presenters: Sandy Cook, Kevin Krane

TBL 101 - This is the single best introduction to TBL. It is conducted in a TBL format, participants must prepare ahead, take an IRAT, and engage actively with their assigned team members. The structure, process, and essential characteristics of an effective TBL module are emphasized. By the conclusion of this workshop, the participant will be able to:

1. Explain the key components of a successful TBL module.
2. Outline how they would construct a TBL module from a set of objectives.
3. Describe how they might convert a course/lecture they already teach into a TBL module.
4. Illustrate how to transform a small group into a productive learning-team.

The afternoon session will focus on writing an effective TBL Module
By the conclusion of the afternoon, the participant will be able to:

1. Describe how to construct a Group Application Exercise that promotes group cohesiveness.
2. Identify how to use the four S's in the design of GAE question.
3. Demonstrate at least two different formats for the display of team productivity.
4. Explain how the 'power of why' in question writing generates so much learner engagement.

Getting Started with Interprofessional Healthcare Education at Your School

Presenters: Richard Vari, Patty Vari

Curricular revisions to include Interprofessional Education (IPE) activities have recently intensified in health science schools spurred in part by accrediting bodies and the direction of national health agencies. In 2011, national objectives were defined in the US and several centers for IPE have now been created to assist faculty and practitioners in designing curricular programs and extending the outcomes into interprofessional practice. This workshop is for faculty and curriculum planners who are just beginning to consider designing and implementing IPE into their educational programs.

The morning session will provide an introduction into the rationale for IPE and an analysis of the major challenges that will be facing curricular revision. Examples of successful strategies to overcome these challenges will be presented. Individual workshop participant schools and programs will be discussed and analyzed in order to provide insight into strategies for planning and implementation.  An overview of the resources available to begin this type of curricular reform will be provided.

The afternoon session will allow participants to experience a “hands-on” mini-immersion into actual IPE content. The goal is for participants to become familiar with IPE objectives and content from an interprofessional student perspective.  The session is grounded in the IPEC Core Competencies and will include work in small teams.  Experiencing IPE rather than just hearing about the concepts will better equip the participants to more fully understand the importance of effective team building. Topics will include: individual personality profiles and how they can affect team function, establishing trust in a team, roles and scopes of practice of members of the healthcare team, and how to identify dysfunctional teams and offer corrections. Specific case scenarios will be explored by the teams to provide a practical application of these IPE concepts.

Role of Basic Science in Clinical Decision Making (Integration across all four years)

Presenters: Leslie Fall, Amy Wilson-Delfosse, Daniel Wolpaw, Shannon Grap

This interactive faculty development course will walk participants through a process of designing curricular elements to support the continuous integration of foundational sciences and clinical medicine across medical education programs. Specifically, this workshop will address:

1) the inclusion of clinical reasoning and skills into the more traditionally basic science portions of the curriculum;
2) meaningful assessments of basic sciences within a clinical context including the use of essay exams for a large class;
3) a return to basic sciences during clerkship training;
4) the development of conceptual frameworks to guide integrative curriculum design;
5) challenges, barriers, and necessary resources.

While examples will be provided from the Western Reserve2 Curriculum of Case Western Reserve University, a 4-year graduate entry medical education program in the United States, it is anticipated that this workshop will be relevant for all health professions educators, regardless of discipline or geographical location.

Aligning and Assessing Competencies, Milestones, and EPAs

Presenters: Tracy Fulton, Carla Lupi, Cheryl Valentine

Undergraduate medical educators are increasingly considering incorporation of Enstrustable Professional Activities (EPAs) into their curricula, to improve patient safety in residency training and to bridge the curricular divide between UME and GME. EPAs allow the operationalization of competency-based assessment in the workplace, focusing educators and learners on critical activities to be assessed. The AAMC has published a set of Core Entrustable Professional Activities for Entering Residency, outlining 13 work activities that a day 1 intern should be able to perform with indirect supervision only. Several schools nationwide are participating in a program to further refine and pilot these EPAs in the UME setting. Other schools have developed their own EPAs. This workshop will provide a general introduction EPAs for the uninitiated, and will describe opportunities for medical science and other educators to approach EPAs from different curricular perspectives, including the program, competency, course and session levels. Participants will practice mapping their course or program objectives onto EPAs, and developing milestones that allow for early steps in assessment of EPAs.

At the close of this session, the participant will be able to:

1. Discuss the concept of entrustment, and the relationships between entrustable professional activities (EPAs), milestones and competencies

2. Describe the mapping of institutional educational program objectives to EPAs

3. Describe an initial approach to incorporating EPAs into a UME curriculum, using one of the 13 AAMC Core EPAs for Entering Residency as an example

4. Identify opportunities in individual courses and sessions to contribute to the learning and assessment of EPAs and milestones

Pedagogy and Skills for Just in Time Teaching Videos

Presenters: Jon Wisco, David Morton

In recent years, the Flipped Classroom (FC) and Just-in-Time Teaching (JiTT) pedagogies have emerged as an innovative approach for medical education. In FCs, content is delivered prior to classroom time, often using internet-based videos or readings, so that time in class can be dedicated to promoting higher-order thinking skills such as application, synthesis and evaluation. JiTT adds a component of providing formative assessments prior to class, so that the class time lesson can be tailored to meet the educational needs of the students. Based on principles of active learning the FC should lead to better retention, but results are mixed on the benefit of the FC compared to the traditional lecture.1,2,3 One reason for the mixed results could be the quality of the content (often in the form of video’s) provided to the students.

This workshop is for faculty who are just beginning to consider producing and/or implementing FC in their curriculum. This session will provide hands on instruction creating and producing video’s for the FC using the video camera on your personal digital assistant (PDA), laptop, PowerPoint/Keynote, tablet and other common digital equipment. Examples of successful strategies to overcome common challenges will be presented. Examples from Brigham Young University and University of Utah will be discussed to provide insight into these various strategies. 

Objectives: at the conclusion of this workshop, participants will be able to:

1. Describe the philosophy behind the flipped classroom and Just-in-Time Teaching

2. Describe a the most common strategies in creating and producing videos and materials for the flipped classroom

3. Learn how to produce at least one flipped classroom resource (participants need to bring a laptop and PDA)

4. Develop strategies to implement flipped classroom and Just-in-Time Teaching pedagogies in their own curriculum

For the full list and more details regarding the pre-conference workshops and faculty development courses, please click here.

Thank you,
Jon Wisco
2015 IAMSE Program Chair

IAMSE 2015 Plenary Speaker Highlights

The 19^th Annual IAMSE Meeting is just around the corner, and we would like you to get to know some of our keynote speakers! We have four plenary speakers this year, and we hope you enjoy their presentations.

Suzanne Stensaas: From Hobby Time to Real Time: Integrating Technology in the Curriculum [University of Utah]

Suzanne Stensaas is a neuroscientist who since l986 has been primarily involved in teaching neuroscience, pathology and the use of new technologies in medical education while on the faculty at the University of Utah and Weill Cornell Medical College. Since retiring in 2012 she has been involved with creating a neurology curriculum for Africa, a series of brain dissection videos and consulting. Using videodiscs and computers she created a project, Slice of Life, which morphed into an annual workshop of medical educators interested in sharing their uses of technology. Self-described as a “living fossil”, she spans the geologic record of the evolution and extinction of projects and platforms.

Leslie Fall: Integration through Collaboration [Geisel School of Medicine at Dartmouth]

Dr. Fall serves as the Associate Dean for Faculty Development at the Geisel School of Medicine at Dartmouth, and is an inaugural member of Geisel’s Academy of Master Educators. She is a Professor of Pediatrics (Hospital Medicine) as also serves as the Vice Chair for Education in the Department of Pediatrics. Dr. Fall has been deeply involved in the continuum of medical education serving as a pediatric clerkship director and residency program director, as well as leading many faculty development efforts throughout her career. A Geisel graduate herself, she completed a medical education fellowship at Michigan State University (1995) and the Executive Leadership in Academic Medicine (ELAM) program for women (2013). Her innovative approach to teaching clinical skills using a developmental coaching paradigm (www.doctor-coach.org), co-developed with Dr. Kim Gifford, has resulted in numerous invited national workshops, visiting professorships and recent publications.

Dr. Fall is also the co-founder, President and Executive Medical Director of MedU (www.med-u.org). Founded in 2006, MedU is a non-profit social enterprise with a mission to advance medical education through collaborative development, dissemination and research of technology-enabled medical education programs. The majority of US and Canadian medical schools subscribe to at least one of MedU’s virtual patient courses (CLIPP, SIMPLE, fmCASES, CORE) with over 30,000 registered new users per year and over 1,000,000 case sessions completed annually – a success which far exceeds that of any other e-learning program in medical education anywhere in the world. Dr. Fall and her fellow co-founder, Dr. Norm Berman, have received numerous national medical education awards for their work developing MedU. Dr. Fall lives in Hanover, NH with her husband and three children.

Deirdre Bonnycastle: Reading Your PowerPoint Isn’t Teaching [University of Saskatchewan]

Deirdre Bonnycastle has been a teacher for 42 years and a medical faculty developer for 12 of them. Technology has always played a role in her teaching and she was an early adopter of classroom computing. She is best known for The Medical Education Wiki, an open access faculty development site.

Paul Worley: Integration through Assessment of Students, Faculty, and Curriculum [Flinders University]

Professor Paul Worley is the Dean of the School of Medicine at Flinders University. A practicing rural doctor, he has a passion for increasing the profile, impact and social accountability of medical schools and their students through creating mutually beneficial partnerships with clinicians, health services, government and community agencies, the wider research community, and professional bodies. He is recognized internationally as a leader in community-based medical education and research.

Have you registered for the 19^th Annual IAMSE Meeting? The early bird deadline is April 1^st, so make sure you register before then if you want the reduced rate!

Thank you,

Jonathan Wisco
2015 IAMSE Program Chair

IAMSE Call for Manuscripts

Dear colleagues,

Medical Science Educator, the journal of the International Association of Medical Science Educators IAMSE, is planning to publish two special journal sections dedicated to the topic of “Integration”. Integration is an important concept in medical education in general. Think of integration of basic science knowledge in clinical teaching, or integration of clinical cases in the basic science curriculum, or even integration of several disciplines or pedagogies into one teaching unit. We want to explore the effects and outcomes of integration, and like to learn what institutions are doing in this field, how methods are tested and what the results are.

We are currently soliciting article submissions on this topic and we welcome contributions in the format of Short Communication, Original Research, Monograph or Commentary. See our website www.medicalscienceeducator.org for a more detailed description. All submissions will be peer-reviewed in our regular review process. Accepted manuscripts will be clustered together into a special section in the issues 25(3) and 25(4), or will be published in one of the regular issues in 2016.

 
Manuscripts to be considered for these sections have to be submitted by May 15th, 2015 through our online submission system at www.medicalscienceeducator.org. In your cover letter, please refer to the topic “Integration” to indicate you want to be included in one of these special sections. See our journal website for the Instructions for Authors.

I look forward to receiving your submissions.

Peter GM de Jong, PhD
Editor-in-Chief

IAMSE Publications Committee Journal Review

Dear Colleagues,

Individual members of the Publications Committee periodically highlight articles that they find interesting in Medical Science Educator, the journal of IAMSE, or from its previous incarnation, The Journal of the International Association of Medical Science Educators.  Having been a course director for the first-year Biochemistry course for twelve years, I was intrigued by the title of a commentary published in a recent issue ofMedical Science Educator:“Teaching and Learning Medical Biochemistry: Perspectives from a Student and an Educator” authored by Mehdi Afshar and Zhiyoung Han from George Washington University of Medicine and Health Sciences (Med Sci Educ 2014; 24(3): 339-341). In this commentary, the authors acknowledge that advancements in medicine and biochemistry are inseparable but admit that many medical students and practicing physicians find learning biochemistry not only burdensome but irrelevant to most clinical practice.  This article examines why medical students have such an adverse reaction to learning biochemistry and how it should be included in the curriculum so that it is better received.

The authors assert that factors that negatively affect student interest in learning biochemistry include redundancy with what students have learned in their undergraduate education, presentation of biochemical principles outside of a medical context, biochemistry content that does not appear on board examination (i.e., not “high yield”), and too much rote memorization that is only remembered for a short period of time.

How should biochemistry be taught in the medical curriculum?  For the authors’ answer to this question, you can access this article and many others at www.iamse.org by following the link to Medical Science Educator.  This article is also Open Access so it can be found at http://link.springer.com/journal/40670 and clicking on “View Open Access Articles.”

William E. Seifert, Jr.
Adjunct Associate Professor
McGovern Center for Humanities and Ethics
The University of Texas Medical School at Houston

IAMSE Medical Science Educator - Call for Announcements

Dear IAMSE members, In every issue of Medical Science Educator we publish an announcements section. In this section we share information that is of interest to the readership of the journal. Individual IAMSE members wishing to post medical education related announcements in the Journal are invited to send their requests to the Editorial Assistant at journal@iamse.org. Announcements may be IAMSE-related, announcements from other medical education organizations, medical education conference information or international issues affecting medical education. Announcements will be published at the Editors discretion. Deadline: March 26, 2015. Peter G.M. de Jong, PhD Editor-in-Chief

IAMSE WAS Spring Week 5

"Transforming Health Disparities Through Interprofessional Education, Research and Service"

Presenter: Memoona Hasnain                

March 26, 2015 12:00 – 1:00 pm ET.

Although patient-centered care is a cornerstone of quality designated by the Institute of Medicine, the quality chasm in the United States health care system remains a reality and health disparities continue to widen. With health care reform and redesign, new models of health care delivery need careful integration with innovative models of health professions education. Interprofessional education (IPE) is gaining increasing attention as a critically important approach to optimize the preparation of the future healthcare workforce, to bridge the gap between health professions education and practice delivery, and most importantly, as a vehicle to optimize patient-centered care and reduce health disparities. IPE is now an accreditation standard for some health professional schools in the United States. Traditional health professions education takes place in silos, with limited opportunities for doctors, nurses, pharmacists, and other health professionals to learn and practice in interprofessional teams during their formative years. The goal of the session is to engage participants in a critical thinking process to analyze the untapped potential for addressing health disparities via interprofessional collaborative education and research, through the common pathway of social determinants of health. The presenter will share her work that specifically aims to meet the nationally recognized need to train health professions students in interprofessional teams in community-based settings to reduce health disparities.

Have you registered yet for the WAS Spring 2015 series? There is still space left, so please join us!

Click here to register!

IAMSE Call for Journal Reviewers

Dear member of IAMSE,

For our online journal Medical Science Educator, I am currently looking for new reviewers to join the Review Board. Several of you are a reviewer with us already and your work is highly appreciated. If you are not a reviewer yet, I want to make you more familiar with the possibility to become one, which is an exclusively membership benefit.

Medical Science Educator publishes articles which focus on teaching the sciences that are fundamental to modern medicine and health. Coverage includes basic science education, clinical teaching and the incorporation of modern educational technologies. Our journal is experiencing an increasing interest from educators from all over the world to publish with us.

Our reviewers are expected to have a broad interest in medical education. We will try to match the manuscript topic to your field of interest or expertise, but this is not always possible. Although expertise in the field is always helpful, the most important goal of our peer review is to judge the manuscript for its quality and appropriateness to be published in our journal and to provide the authors useful feedback. This is done using a standardized review form. Reviews have to be returned within 3 weeks, and we will try to limit the number of times per year we will invite you to review for us. For the professional development of our reviewers, we offer a review workshop during the IAMSE annual meeting, free of charge. This year this workshop will be organized on Saturday June 13, 2015 at the meeting in San Diego, CA, USA. Our reviewers are expected to be IAMSE members in good standing, so we hope that you maintain your active membership.

If you are interested in becoming a reviewer, or if you have any questions regarding the Review Board, please contact me on journal@iamse.org. I look forward to working with you.

Peter GM de Jong, PhD
Editor-in-Chief

IAMSE WAS Spring Week 4

"Designing, Implementing, and Evaluating Continuing Interprofessional Education (CIPE) Activities   Using a Systematic Planning Process"  

Presenter: John Owen

March 19, 2015 12:00 – 1:00 pm ET.

Continuing interprofessional education (CIPE) has become increasing important due in part to the recognition that interprofessional education (IPE) is an important component of the suggested changes in traditional continuing education (CE) to increase health professionals’ ability to improve outcomes of care. A CIPE planning process will be presented to help guide CE professionals to develop, implement, and evaluate CIPE programs. This planning process involves a step-by-step procedure for integrating IPE into the existing CE planning process, and will be illustrated with an example of a CIPE program completed at the University of Virginia to improve sepsis care by enhancing healthcare team collaboration.

 Have you registered yet for the WAS Spring 2015 series? There is still space left, so please join us!

Click here to register!

Upcoming sessions:

“Transforming Health Disparities Through Interprofessional Education, Research and Service”                  – Memoona Hasnain

   March 26, 2015 12:00 – 1:00 pm ET.

IAMSE Publications Committee Journal Review

The International Association of Science Educators (IAMSE) since 2011 publishes articles in the journal Medical Science Educator but previously published articles in the Journal of the International Association of Science Educators (JIAMSE). I wanted to share with you an interesting article that studies whether a human patient simulator improves long-term retention of autonomic facts from one the archived articles from JIAMSE 19 (3): 89-93.

As educators we are always looking for novel approaches to improve long term memory of the material we consider relevant. The paper I will briefly review was published in 2009 by Drs Kasaturi, Heimburger, Nelson, Phero and Millard from the University of Cincinnati Medical School and their work described the use of a human patient simulator for learning Pharmacology concepts and principles.

The study described 26 second year medical students that were provided case-based clinical scenarios with questions to be answered that were related to these cases. The students were to answer the questions prior to the beginning of the study. Half of the students were placed in the computerized human patient simulator group and the rest were the control group. The control group discussed the cases with a trained facilitator in a small group (similar to discussion of cases as was previously done in this course) and the other group worked only with the human patient simulator (SimMan). This patient simulator was programmed to simulate a patient’s cardiopulmonary symptoms and physiological responses to various autonomic pharmaceutical interventions for each of the scenarios covered. Evaluation of their learning of the material was tested using USMLE style questions selected from a test bank used by the University School of Medicine 1, 5, 22 and 33 weeks after studying the information.

The scores on the standardized test administered at various times after being taught the material did not reveal any significant benefit using the human patient simulator approach. Interestingly the authors suggested that a different assessment method for evaluating students’ retention might have uncovered a significant improvement in retention using case scenarios and a patient simulator that were not detected using paper-based examinations.

This review of an archived paper like this one hopefully shows you how IAMSE works to support medical education by  improving the quality of learning for our students.
Remember that you can access this article and many others at www.iamse.org by using the link to Publications-Medical Science Educator and click on Archives.

Dan Schulze
Associate Professor of Microbiology and Immunology
University of Maryland School of Medicine
Baltimore MD 21201

2015 Slate for IAMSE Board of Director

Dear IAMSE Members,

I am pleased to present the Nominating Committee's slate of candidates for the 2015 election of members for the Board of Directors of the International Association of Medical Science Educators (IAMSE). In accordance with our bylaws, the committee has delivered these names and supporting materials for posting to our website. I now invite you to review the individuals and their qualifications.
Click Here

This information will remain posted throughout the month of February, and on March 1st an electronic ballot will be activated. At that time, IAMSE members in good standing will be invited to select four (4) of the candidates for the position of Director.

Write-in candidates will be accepted until Monday, February 16th. To qualify for nomination by petition, each candidate must have the support of at least 15 IAMSE members in good standing. All petitions and letters must be addressed to and received by the Association Manager on or before midnight Eastern Time (GMT-5).

Julie K. Hewett, CMP
IAMSE Association Manager