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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.

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.

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.

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.

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.

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.

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.

“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).

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.