Startup Challenge

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Start up Challenge

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Mentor Program

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Startup Networking

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Location

Grand Conference Hall - 881 7th Ave New York, NY

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Conference Schedule

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  • 1-Pre-Conference Workshops


  • Many terms have been used to describe different types of essay questions such as Short Answer Questions (SAQs), Short Essay Questions (SEQs), Restricted Response Questions, Structured Essay Questions, Open-ended Questions and Modified Essay Questions (MEQs). MEQs typically describe an account of series of events in the evolution of a case study, narrated as they occur and at frequent junctures specific questions are asked which require short written (essay) answers which then are compared with model answers (summary of the reactions of experienced practitioners / physicians). MEQs are best used to assess students in an Integrated and Problem-based Learning (PBL) curriculum. MEQs assess students’ critical thinking; abilities to interpret data and analysis of clinical situations; decision-making capabilities and problem-solving as well as writing skills. They offer opportunities to assess students’ ability to apply knowledge in novel situations and manage ethical dilemmas. MEQs allow structure and standardization, multidisciplinary involvement, strong educational diagnostic utility and are inexpensive in terms of materials used. MEQs are best constructed using real cases and can also be used for teaching purposes e.g., case-based learning. Learning outcomes: The participants of this workshop will be able to:  Explain different types of essay questions  Discuss advantages and disadvantages of modified essay questions  Construct valid and reliable modified essay questions  Conduct a professional examination by using modified essay questions
    10:00 - 1:00
    Day 1: Pre-Conference Workshops
    Where
    Online

  • In higher education, resilience is now a popular topic. There have been numerous proposals to implement what is known as "educational resilience" for students in higher education. In order to inoculate the educational system with resilience, many policymakers have also begun implementing resilience-promoting programs and curriculum reforms. According to our knowledge, no study has incorporated resilience into the assessment process. Assessment could serve as a source of resilience and promote the development of student characteristics related to resilience, as opposed to increasing evaluation stress and resulting in an array of unintended consequences. This workshop aims to introduce a novel framework, “Systematic Assessment for Resilience (SAR)”, and enhance participants
    10:00 - 1:00
    Day 1: Pre-Conference Workshops
    Where
    Online

  • Objectives : • Understand how to effectively use technology for student engagement. • Create learner centered interactive presentations and assessments to promote collaborative learning. Descriptions: Todays learner is well versed with the use of technology and prefers it as a means of lesson delivery. Further, with the recent need to shift education online or offer a hybrid curriculum, many institutes are struggling to effectively deliver content, promote in-depth understanding, student participation and engagement. In this regard, a collaborative and interactive learning environment, may be able to create a seamless way to prepare our students to become active learners even in this challenging time. Therefore, this workshop will focus on the use of various teaching, learning and assessment software
    8:30 - 11:30
    Day 1: Pre-Conference Workshops
    Where
    Online

  • 10:00 - 1:00
    Day 1: Pre-Conference Workshops
    Where
    Online

  • 2-Pre-Conference Workshops


  • COVID-19 has led to a surge in the use of digital information and communication technologies for health professionals’ education. Effective online learning results from careful instructional design and planning, using a systematic model for design and development and requires teachers and students be trained on the use of these technologies. Moving instruction online can enable the flexibility of teaching and learning anywhere, anytime, however the pace of online instruction during the pandemic has been unprecedented. Increased use of online technologies has raised questions about the training of teachers on effective use of these technologies in teaching. Teachers must be trained well on the use of these technologies in teaching and learning and the management of education. HPE institutions are using several strategies for providing training to their faculties on the use of digital technologies. The Department of Universal Health Coverage/Health Systems at EMRO has developed an online self-paced course for providing training to HPE faculty in hundreds of HPE institutions in the EMR. The course consists of seven modules and 27 lessons, developed by subject matter experts. The purpose of this workshop is to: • discuss strategies used by HPE institutions in building capacities of faculty about the use of digital technologies; • provide orientation to the self-paced online course developed by WHO-EMRO for faculty training and; • discuss how the course can be used for enhancing e-learning skills of faculty.
    9:00 - 12:00
    Day 2: Pre-Conference Workshops
    Where
    Fatima Jinnah Medical University

  • Emotional intelligence is the ability of a person to understand and respond to one’s own and others’ emotions and use this ability to guide one’s thoughts and actions. It is essential for all human interactions and particularly in professions that thrives on human interactions, it has far greater importance. There is increasing interest in the recent times on the importance of emotional intelligence in healthcare and medical education. As emphasized by Dr Emanuel “vitally important to the success of 21st-century clinicians are 3 capabilities: to (1) effectively lead teams, (2) coordinate care, and (3) engender behavior changes in patients and colleagues. Thus effective physicians need both an adequate IQ and a high EQ”. EI can improve interpersonal communications, enable constructive conflict resolution, and promote a culture of professionalism. Therefore, there is a need to impart emotional intelligence skills as part of medical students trainings in Institutions for effective performance. The proposed workshop will use interactive discussion, case scenarios and videos to emphasize among medical students, the role of emotions in daily life and help them to understand its importance in Healthcare.
    9:00 - 12:00
    Day 2: Pre-Conference Workshops
    Where
    Akhtar Saeed Medical College

  • Video is a powerful teaching and learning tool which is effectively used in many areas of medical education both in face-to-face teaching and at a distance. Its role is paramount in many aspects of clinical education like history taking, physical examination, counseling skills to name a few aspects. Having many advantages of videos, they remain one way of communication, especially in remote education. Interactive video (also known as "IV") is a type of digital video that supports user interaction. These videos play like regular video files, but include clickable areas, or "hotspots," that act when you click on them. The question can be embedded in the videos so learner assessment can also be done. In this workshop participants learn to develop their own interactive videos and how to share with students.
    9:00 - 12:00
    Day 2: Pre-Conference Workshops
    Where
    Ameer-Ud-Din Medical College

  • 9:00 - 12:00
    Day 2: Pre-Conference Workshops
    Where
    Central Park Medical College

  • 3-Pre-Conference Workshops


  • Objectives : By the end of this 1.5 hours workshop, the participants are expected to: 1. Help people self-assess their understanding of role-play before and after the workshop. 2. Demonstrate the potential of creating role-play method. 3. Collaborate in the practice of role-play. 4. Critically reflect and identify learning. 5. Capture and articulate personal learning and application Descriptions: As reiterated by Confucius, involving the students by making them perform, helps in long term recall and facilitates in achieving the learning outcome. In order to demonstrate learning, one has to reach at “does” level of Miller’s Pyramid. The participants will first be presented a couple of slides of some physiological mechanism followed by a recording of role plays on it. It will be followed by reflective interactive discussion at 3 levels: 1. With resource material 2. Between facilitators and participants 3. Among the participants Thereafter, the participants will be sent to breakout rooms for 30 minutes (up to 10-12 participants per group) to create their own role play and demonstrate their performance in the main room after practice. Each group presentation will be no longer than 3 minutes and will be followed by 3 levels of feedback: 1. Feedback by the involved group 2. Feedback by other group/s 3. Feedback by the facilitator/s By the end of the session, participants will fill a google form and express what they have learnt on Padlet wall using the links provided in chat box. Outcome: Participants are expected to facilitate reflective role play practice in their sessions to make the most out of them. Minimal participants : 10 per subgroup Maximal participants : 12 per subgroup Time schedule of workshop: Time Activities Resource person 5 min Intro and ice-breaking Dr. Samina & Dr. Linda 5 min Pre-hoc test Dr. Samina 5 min Importance of role play Dr. Samina 5 min Importance of reflection Dr. Linda 30 min Breakout room activity by participants Dr. Samina & Dr. Linda 20 min Demonstration of role play by groups Dr. Samina & Dr. Linda 10 min Reflective discussion by participants & facilitators Dr. Samina & Dr. Linda 5 min Padlet wall activity by participants Dr. Samina & Dr. Linda 5 min Post-hoc test embedded in google form activity by participants Dr. Samina & Dr. Linda Specific needs to conduct the workshop: 1. Zoom application downloaded in laptop 2. Mic and camera working 3. Power-point downloaded in laptop 4. A coordinator from DME organizers to manually manage the breakout rooms and/or face-to-face participants. Target Audience: 1. Teaching Faculty from basic or clinical sciences. 2. Students of medical education.
    12:00 - 3:00
    Day 3: Pre-Conference Workshops
    Where
    CMH

  • 9:00 - 12:00
    Day 3: Pre-Conference Workshops
    Where
    CMH

  • Assessment of professionalism is not straightforward as the learning outcome focuses on subjective attributes related to humanism, accountability, altruism, and excellence. Due to its subjective nature, objective assessment methods are not necessarily the most appropriate tools for assessing professionalism. Hence, a multi-dimensional, multi-paradigmatic approach is required to evaluate professionalism using three primary levels: individual, interpersonal, and societal-institutional. The workshop participants will discuss and develop a framework to assess professionalism in health professions education.
    9:00 - 12:00
    Day 3: Pre-Conference Workshops
    Where
    Rahbar Medical College

  • 9:00 - 12:00
    Day 3: Pre-Conference Workshops
    Where
    University of Health Sciences (UHS)

  • Learning Outcome: identify unique challenges faced by leaders in medical education context and practice evidence-based strategies adopted by medical education leaders to handle these challenges. Introduction: The workshop is meant to highlights the unique challenges of the medical education context, posed to those in leadership positions, owing to the inherent complexity and the changing pace of the healthcare system. Leaders face diverse challenges in medical education institutions as there are too many expectations from them. They are considered visionaries who are instructional and curriculum leaders; who should have expertise in assessment in addition to being specialists in public relations, financial matters and legal issues. Nevertheless, healthcare is a target oriented enterprise, struggling to balance the available budget for a variety of needs among which, training and development don’t get precedence. Yet the additional challenge is to lead effectively across professional boundaries and to be cognizant of the needs and demands of a multitude of stakeholders, all striving to develop practitioners who are competent and flexible enough to work in diverse circumstances. Therefore, what evidence-based strategies are adopted by leaders to lead this kind of systems effectively and to have the ability to think and make decisions in the face of ambiguity while demonstrating stability and firmness in highly dynamic and unpredictable circumstances, will be practiced.
    9:00 - 12:00
    Day 3: Pre-Conference Workshops
    Where
    SIMS

  • Lesson Planning for Effective Teaching and Learning A lesson plan is an educator’s road map of what students need to learn and how it can be effective during the teaching or training sessions. This interactive workshop is designed for educators of the healthcare profession who are involved in teaching or training teachers. By the end of the workshop, the participants will be able to identify various components of a lesson plan and develop learning objectives, and activities for making their lesson plans effective. The workshop will also enable the participants to recognise the alignment of various lesson plan components.
    9:00 - 12:00
    Day 3: Pre-Conference Workshops
    Where
    Shalamar Medical College

  • This is a hands-on experiential learning workshop with short presentations from the facilitators. First part of the workshop will deal with six major study design and data collection methods with hands-on practice in writing research questions and objectives. The second part of the workshop will deal with data analyses and presentation of draft projects by participants. The participants coming to the workshop should be knowledgeable about quantitative and qualitative research. Objectives By the end of this workshop the participants will be able to:  Write a research question for Mixed methods research  Describe the process of data collection  Briefly describe the process of data analysis and triangulation.
    9:00 - 12:00
    Day 3: Pre-Conference Workshops
    Where
    Lahore Medical & Dental College (LMDC)

  • Clinical skills acquisition is central to health professions education. Ensuring competence in clinical skills among graduating health professionals is one of the primary responsibilities of certifying or licensure awarding institutions. The role of objective structured clinical examinations (OSCE) has been established as a performance-based assessment to enhance the validity and reliability of competence decisions. However, identifying valid and reliable cutoff scores on OSCEs remains a challenge for many institutions. The present workshop will introduce the participants to the purpose and importance of standard setting, followed by a discussion on the different standard setting methods used for OSCEs. Participants will be able to practice commonly used standard-setting methods on sample items. Common mistakes and challenges regarding the implementation of standard setting at the institutional level, along with their solutions, will also be discussed.
    8:30 - 11:30
    Day 3: Pre-Conference Workshops
    Where
    University College of Medicine & Dentistry (UCMD)

  • " Have you ever felt unseen, unheard, not understood? Lets solve the puzzle Who can attend : faculty, PG students, anyone in a leadership role Objectives: 1. Understanding emotions and its process 2. exploring self and personal experinces 3. Understanding others and creating a good working environment .
    9:00 - 12:00
    Day 3: Pre-Conference Workshops
    Where
    Azra Naheed Medical College

  • Level: Intermediate Who should attend? Post graduate students and faculty from health profession. Outcome: By the end of the workshop, the participants will be able to develop and outline a proposal plan for a research project. Introduction: To plan and conceive an idea of Research in health profession is one of the weak areas of student and faculty. Writing of quality research proposal can increase the capacity of post graduate student and faculty to carry out the quality research. Hence, it is imperative to understand the steps of writing of quality research proposal.
    12:00 - 3:00
    Day 3: Pre-Conference Workshops
    Where
    University College of Medicine & Dentistry (UCMD)

  • "Resilience" has been defined in many different ways; it can be construed as "a trajectory, a continuum, a system, a trait, a process, a cycle, and a qualitative category" and that it has been applied in both physiological and psychological terms. Resilience in medical education, including effective coping and problem-solving, can combat burnout. Higher levels of resilience in medical education have been associated with improved subjective well-being, lower levels of distress, and more positive perceptions of quality of life and the educational environment. Developing professionalism is a core expectation of modern health professional education. In medicine, this requires defining, learning, and assessing "a set of values, behaviours, and relationships that underpin the trust the public has in doctors," which then needs to be maintained and further developed throughout a clinician’s working life. Doctors must sustain hard work and manage high levels of demand and responsibility, ever-changing circumstances (in terms of patients, staff and organisational requirements), and increasing public expectations for care, while living up to the standards required of all doctors by their regulators. Best organisational practises can act protectively by encouraging safe practise cultures and mutual supervision and support, but health professionals are always at risk of periods in which workload, adverse events, emotional demands, and the lack of supportive relationships (to name but a few factors) may act as stressors that can undermine professional practice. Coping with these demands requires stamina, good health, appropriate knowledge and skills, and the ability to respond positively to challenging experiences. Doctors need to be able to care for themselves in order to offer the best care to their patients.
    9:00 - 12:00
    Day 3: Pre-Conference Workshops
    Where
    The University Of Lahore Teaching Hospital (ULTH)

  • Teaching in the clinical environment is a demanding, complex and often frustrating task, a task many clinicians assume without adequate preparation or orientation The clinical environment consists of inpatient, hospital outpatient and community settings, each with their own distinct challenges. Imparting diagnostic competence in medical students/residents is of utmost importance . The dual role of a Clinical Teacher is to teach as well as to see patients and how to balance is a challenge Clinical Teaching is compromised and there are identified problems and challenges Various workplace models of clinical teaching have been described in literature, including; One minute preceptor, mini-CEX, SNAPPS, MiPLAN, Cognitive Apprenticeship Model etc. The objectives of the workshop are to; Identify challenges of workplace clinical learning in the present era Understand the role of clinical teacher Have hands on experience of clinical teaching models through role plays
    9:00 - 12:00
    Day 3: Pre-Conference Workshops
    Where
    Sheikh Zayed Medical College

  • WFME recognition program aims to ensure patient safety through competent practicing doctors; and it aims to protect medical students from studying in poor quality schools. Recognition Status is the indicator to the medical education community, to students and to employers that the quality of medical education in schools or programs accredited by that agency is to an appropriate and rigorous standard. The speaker through his talk would emphasize on why accreditation is essential, how accreditation should be done, why is it important not only in Pakistan and how the accreditation process has been evolved over time.
    8:30 - 11:30
    Day 3: Pre-Conference Workshops
    Where
    University College of Medicine & Dentistry (UCMD)

  • WFME recognition program aims to ensure patient safety through competent practicing doctors; and it aims to protect medical students from studying in poor quality schools. Recognition Status is the indicator to the medical education community, to students and to employers that the quality of medical education in schools or programs accredited by that agency is to an appropriate and rigorous standard. The speaker through his talk would emphasize on why accreditation is essential, how accreditation should be done, why is it important not only in Pakistan and how the accreditation process has been evolved over time.
    12:00 - 3:00
    Day 3: Pre-Conference Workshops
    Where
    University College of Medicine & Dentistry (UCMD)

  • Workshop objectives: Describe the impact and relevance of EID concepts in Health Professions Education. Identify contextual strengths and gaps in relation to equitable delivery of Health Professions Education. Critically appraise HPE programmes with consideration of EID. Target Participants: Health professions educators, Curriculum and assessment coordinators.
    8:30 - 11:30
    Day 3: Pre-Conference Workshops
    Where
    University College of Medicine & Dentistry (UCMD)

  • 9:00 - 12:00
    Day 3: Pre-Conference Workshops
    Where
    Online

  • Objections: At the end of workshop, the participants should be able to: • Make and deliver an effective power point presentation Plan of workshop: • Introduction-10 min • Asked to make a presentation-15min • Guidelines to make a presentation- 70min: o Design tips. o Layout o Font selection and size o Displaying text tips (bullets, points, columns) o Displaying visual tips (pictures, images, videos) o Insert tables, pictures, text box. Presenting content (gagnes outline) o Transitions and animations. • Review the presentations now and make self-evaluation 10min • Group activity-write down points to be considered while delivery-15 min (points will be given to each group) • Tips for effective delivery: 45 mins o Physical, culture environment o Body language and dressing o Eye contact o Voice o Gestures. o Answering questions.
    9:00 - 12:00
    Day 3: Pre-Conference Workshops
    Where
    Red Crescent Medical College

  • This will be an interactive learning session with substantial hands-on. The facilitators will help the participants recognize the significance of writing learning objectives. During the interactive session, they will be enlightened with the basic rules of writing SMART learning objectives. Next the audience will be apprised of how important it is to link objectives of the course with instruction for a successful transfer of knowledge and also with assessment for ascertaining this transfer. The session will end with a hands-on period during which the audience will write SMART learning objectives and select appropriate instructional method/assessment tool for them.
    9:00 - 12:00
    Day 3: Pre-Conference Workshops
    Where
    Dow Institute of Health Professions Education

  • This will be an interactive workshop with introduction of reflective practice and challenges and benefits of reflective writing. It is targeted for health professions educators / facilitators to incorporate reflective practice in their contexts and teaching / instructional roles. At the same time, it will also help to get to know about various models of reflective writing, make it a norm in our practices and clear the doubts relating to it. It will be an interactive workshop with hands-on activities, presentations and sharing useful resources with the participants.
    9:00 - 12:00
    Day 3: Pre-Conference Workshops
    Where
    Dow Institute of Health Professions Education

  • The workshop will start with a Pre-Test, It will cover basic principles of medical writing, different types of medical writing, latest guidelines by the International Committee of Medical Journal Editors (ICMJE) on authorship, and how to write a scientific paper discussing in detail as to what information has to be included in which section of the manuscript. In the beginning, the whole algorithm of processing of manuscript in a standard peer review journal will be discussed in detail to acquaint the participants the different stages of the whole process. How the Editors select the reviewers suggested by the authors, review of reviewers comments, how much weightage the Editors give to peer reviewers comments. It also involves Hands on Training exercises besides a mini Test at the end of the workshop to assess how much knowledge the participants of the workshops have gained. The participants will be encouraged to actively participate in the deliberations to make it interactive and interesting. It is hoped that it will help the participants to get published in high quality standard peer reviewed Impact Factor Journals minimizing trauma to their manuscripts during the review process.
    9:00 - 12:00
    Day 3: Pre-Conference Workshops
    Where
    Avicenna Medical College

  • Aims: - To discuss assessment blueprints in relation to SBA question paper - To revisit the basic principles of formulating SBA questions - To introduce methods of assuring the quality of SBA questions.
    12:00 - 3:00
    Day 3: Pre-Conference Workshops
    Where
    University College of Medicine & Dentistry (UCMD)

  • Introduction: Learning by doing is the essence of the “Experiential Learning Theory”. It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalisations or concepts can be generated. And it is generalisations which enable transfer of learning or tackling new situations effectively. Reflection, reflective learning, reflective writing and reflective practice are used increasingly in higher education and professional development, but there is no agreement or consensus in the literature as to how each of these practices is defined. The discrepancies in educationists’ views is not only about their definition, but also about their application. This may create difficulties in including such practices within a curriculum or in a faculty development program. Teachers fail to give a common example of how educational reflection or reflective writing should look like. Another problem that faces reflective writing is that students often are superficial and are descriptive. And this limits the learning from the reflective process. Critical incident reflection can “stand-alone” as a learning method. While there is little agreement in the literature about what is reflective practice there does seem to be agreement that critical reflection can be taught to adults. A critical incident reflection report includes the following steps: • To formulate problems in general terms so they could apply to a broad class of issues; • To use new research methods for data collection; • To apply “the critical incident technique” to identify strengths and weaknesses of the institution (organization). Critical incident reflection is also used in health care, for example, patient satisfaction and reflections and for cases that are tackled by an in inter- disciplinary team. How can critical incident reflection be used? Critical incidents can be either positive or negative; an interesting interaction or an ordinary everyday occurrence. Sometimes, depending on the focus and the “rawness” of a critical incident, it may feel uncomfortable to undertake a critical reflection because it highlights our assumptions, views and behaviours. Objectives of the workshops: Participants at the end of the workshop will be able to: 1. Define reflective learning 2. Define and use learning contracts 3. Introduce reflective learning to learners 4. Use reflection in bedside teaching 5. Model reflection to encourage learners to reflect on their own learning. 6. Enabe students to take their reflective learning to a deeper level
    12:00 - 3:00
    Day 3: Pre-Conference Workshops
    Where
    University College of Medicine & Dentistry (UCMD)

  • 9:00 - 12:00
    Day 3: Pre-Conference Workshops
    Where
    King Edward Medical University

  • Background: One of the main purposes of medical education is to develop medical graduates with adequate knowledge for providing safe and standardized healthcare to the patients. During their training, all students don’t progress at the same rate. A few students need longer practicing sessions to reach the same competence level as their peers. Remediating failing or struggling learners is an essential part of medical education. Failure carries a stigma and students requiring remediation are often left to cope with the stigma. Objectives At the end of this workshop, participants will be able to, • Identify the reasons for failure in medical students • Discuss the effect on the students of failure and the associated stigma. • Develop strategies for effective remediation of medical students.
    9:00 - 12:00
    Day 3: Pre-Conference Workshops
    Where
    Amna Anayat Medical College

  • “One Minute Preceptor” (OMP) is one of the useful but ignored teaching strategy in a Clinical Setting. It is especially beneficial teaching strategy in busy teaching hospitals. Busy practitioners normally use this technique but they are not aware of its structuring, benefits and limitations. Through this Workshop we will conceptualize (OMP) and have hands on activity for developing and benefitting from (OMP). This will be followed by inculcation of different assessment tools that can be used to assess (OMP).
    9:00 - 12:00
    Day 3: Pre-Conference Workshops
    Where
    Abu Ammara Medical College

  • 9:00 - 12:00
    Day 3: Pre-Conference Workshops
    Where
    Bakhtawar Amin Medical & Dental College

  • Different studies in medical education have convincingly demonstrated the significant role of retrieval-based strategies in the long-term retention of knowledge and improving metacognitive skills. The utilization of retrieval strategies is associated with long-term durable, deep learning and organization of complex concepts in a coherent way. This workshop will enable faculty members to adapt and incorporate retrieval-based practices into their teaching strategies. Faculty members who want to incorporate retrieval-based practices into their teaching toolkit to maximize long-term, durable and deep learning should attend.
    9:00 - 12:00
    Day 3: Pre-Conference Workshops
    Where
    FMH College of Medicine & Dentistry

  • 9:00 - 12:00
    Day 3: Pre-Conference Workshops
    Where
    Sahara Medical College Narowal


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