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
Tuesday, August 21, 2012
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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