Despite the efforts and very much sustained interest of medical education researchers for over five decades now; evaluating learning environment still remains a challenge. Learning environment (LE) is dynamic and has changed overtime on account of the changing influencers applicable in diverse culture. Hence, the instruments that are being used for its measurement also need to be redone according to the changing factors in LE. Almost fifteen instruments are being used at the undergraduate level to measure LE, but none of them have strong evidence of validity and universality. This may suggest that the existing conventional tools may no longer be very effective in measuring the difference in LE, as they used to be. Learning Objectives: 1. To determine the level of understanding of the participants about LE 2. To assess the concept of the participants regarding LE assessment tools 3. Conduct Interactive discussion upon the existing commonly used tools of LE assessment
9:00 AM - 12:00 PM
Day 1: Pre-Conference Workshops
Day-1: Pre-Conference Workshops
9:00 AM - 12:00 PM
PCW2: Interactive Content Design Using E-learning Tools for Developing Online Learning Experiences.
Background: Online, Open and Distance learning is becoming an integral part of healthcare education. Educators need to meet the needs of diverse learners and design and develop interactive content for online learning experiences that are engaging, promote interaction, motivate learners, and above all facilitate learning on campus and off campus. This workshop is to introduce participants to the basics of instructional design and explore e-learning tools to design and develop interactive content. Hands-on component of workshop will explore different tools to plan, design and develop Online Learning activities and designing of online modules.
9:00 AM - 12:00 PM
Day 1: Pre-Conference Workshops
Day-1: Pre-Conference Workshops
9:00 AM - 12:00 PM
PCW3: Evidence-based Teaching: What, Why, and How?
It is no secret that most health professionals wish to secure a teaching position in medical and dental colleges due to various personal and professional reasons. Indeed, it is a personal choice of a health professional should he/she opt for an academic career path. However, a serious question to ask oneself is: Am I prepared and ready for this challenging role? Unfortunately, the understanding of educational theories or pedagogical practices are still underdeveloped in our teaching community. Which is why a reasonable number of teaching activities are not evidence-based and are usually practiced based on personal experiences and observations that are not supported by evidence to positively influence student learning. Workshop Objectives: This workshop aims to discuss some best practices in teaching and highlight some teaching myths that are not supported by empirical evidence. This workshop will provide some useful and practical tips to the teachers on how to embrace evidence in their teaching practices.
9:00 AM - 12:00 PM
Day 1: Pre-Conference Workshops
Day-1: Pre-Conference Workshops
9:00 AM - 12:00 PM
PCW4: When Dr.McDreamy feels like Teacher Mc.Dreary : A Faculty Development workshop exploring Educator Identity Formation.
Health professions faculty members often struggle deciding on career paths balancing their identities as clinicians, educators, and scholars. Identity formation research has identified three major influences: context, roles, and agency. Identity influences career decisions and, in turn, affects engagement in medical education and faculty development. This workshop aims to foster educator identity formation.
9:00 AM - 12:00 PM
Day 1: Pre-Conference Workshops
Day-1: Pre-Conference Workshops
9:00 AM - 12:00 PM
PCW5: Adapting to Changes in Assessments and Moving Towards Equivalence.
As we increasingly adapt to contextual challenges and engage with various stakeholders to deliver and assess the curriculum, we need to consider the impact of this changes to assessment systems and outcomes. Evidence suggest that assessments and graduate outcomes will suffer from frequent changes due to the knock on effect and complexity of assessment processes. One area that is impacted and maybe overlooked is assessment equivalence. This workshop will address and provide opportunities for contextually based discussions and solutions on assessment equivalence. Workshop outcomes: 1. Describe the concept of assessment equivalence 2. Identify in your own context, issues or factors that impact assessment equivalence 3. Devise strategies to effectively implement assessments to enhance equivalence
9:00 AM - 12:00 PM
Day 1: Pre-Conference Workshops
Day-1: Pre-Conference Workshops
2-Pre-Conference Workshops
Saturday, 30th Oct-2021
9:00 AM - 12:00 PM
PCW6: Enhancing Dignity in the Workplace Using the “Body Swap” Virtual Reality Application.
Dignity matters. It is fundamental to our well-being as well as professional and organisational success. Indeed, dignity is at the heart of patient safety matters. Dignity is a social practice, and entails treating people fairly and accepting their identity whatever their class, race, religion, ethnicity, or sexual orientation. Essentially, when someone treats us as if we don’t matter, they violate our dignity. Violating an individual’s dignity subverts their agency and autonomy. In the healthcare workplace, dignity violations include bullying and harassment, talking to or about people inappropriately, disregarding issues around valid consent, confidentiality and safety. Breaching dignity in the workplace is detrimental at every level; the individual, team, organisation and societal levels. This workshop aims to (1) introduce the concept of workplace dignity and discuss the utility of this concept in healthcare settings; (2) introduce a virtual reality-based intervention designed to facilitate dignified communication in the face of a dignity violation: the Body Swap; (3) consider ways in which the Body Swap might be developed as a useful method of tackling dignity violations in your own healthcare workplace; and (4) consider ways in which the efficacy of the Body Swap application can be researched.
9:00 AM - 12:00 PM
Day 2: Pre-Conference Workshops
Day 2: Pre-Conference Workshops-old
9:00 AM - 12:00 PM
PCW7: Briefing and Debriefing: Two Sides of the Same Coin?
Motivation is the reason that someone engages in a certain behaviour. In education, motivation is a causal factor of learning and it can be used to direct a student’s behaviour towards a particular goal, increase a student’s applied effort and energy, increase a student’s initiation and persistence in activities, enhance cognitive processing, and it can lead to improved student performance. Attention, relevance, confidence, and satisfaction) which are conditions that need to be met for people to become and remain motivated (ARCS Model). Technologies are an indispensable part of the 21st century. In order to engage and motivate the learning of the younger generation, there are some new approaches like gamification, virtual reality, augmented reality, simulations and other technology-enhanced learning opportunities that show a positive impact on learning motivation and engagement development. Teacher must know how to Provoke students’ curiosity and intrinsic motivation to learn. Teachers can assist students to become independent, creative, and critical thinkers by providing experiences, such as problem-solving activities that develop these skills. Learning objectives: At the end of workshop participants should be able to Discuss the different theories of motivation. Familiarize with theories of technology enhanced learning Describe the needs of 21st century learner (Generation y, z). Discuss the enablers and inhibitors of motivation in technology enhanced learning. Reflect on classroom strategies to improve student’s motivation in Digital era
12:30 PM - 3:30 PM
Day 2: Pre-Conference Workshops
Day 2: Pre-Conference Workshops-old
12:30 PM - 3:30 PM
PCW9: Statistical Tests for the Quantitative Research Designs.
PCW20: Transformation of Faculty by Providing an Inspirational Platform of Exploring Medical Educators' Expressions of Identity Through Metaphor Analysis
Doctors are in a social contract with the Society. If they don’t fulfill social contract, they are held responsible and even punished by the society. The digital technologies are impacting the concept of social accountability. The communication strategies and platform are different for digital students and same for accountability. Digital students’ needs self-regulation, the ability to monitor and manage energy states, emotions, thoughts, and behaviors in ways that are acceptable and produce positive results such as well-being and learning. Learning objectives Define the concept of social accountability. Relate their actions on online platforms with social accountability. Familiarize with themes of digital social accountability. Reflect the cases of breached social accountability and strategies to prevent it
9:00 AM - 12:00 PM
Day 3: Pre-Conference Workshops
9:00 AM - 12:00 PM
PCW11: Interactive Videos: Let videos talk back to you.
Blended teaching is a combination of online and face to face strategies. Many controversies exist regarding the use of this term. According to Oliver and Trigwell view, blended learning simply means blending in two or more strategies .By this approach almost anything can be regarded as blended learning. However Driscoll (2002) argued that blended learning has taken on several means, such as combining modes of web-based technology, pedagogical approaches, instructional technologies and actual job tasks. For success of this teaching modality and using it for proper instruction, a right blend of both strategies is required. A good program should simply not just combine traditional, face-to-face teaching in a classroom with digital experiences, but should melds the strengths of both methods to create an engaging experience for learners. Blended learning strategies have been shown to improve students’ academic performance, motivation, attitude, and satisfaction, and to provide convenient and flexible learning. Implementation of blended learning strategies has also proved cost effective. The participants at the end of session will be able to; Discuss the epistemological basis of blended program. Develop a blended program according to objectives. Discuss assessment strategies used in blended program.
Background Academic writing is a skill used in universities and scholarly publications. Through academic writing skills, the authors elaborate on their idea or research finding. The skill is required by healthcare professionals who are aspiring to publish scientific papers or work towards a thesis or dissertation. This workshop will elaborate on the salient features of academic writing and help the participants in developing their academic writing skills. Objectives By the end of the workshop, the participants will be able to: · Identify the various steps in conducting and publishing research · Appreciate different types of manuscripts and writing styles · Describe plagiarism and means for avoiding it · Discuss the components of a scientific paper · Structure sentences and paragraphs appropriately · Apply the rules for referencing in a scientific manuscript · Identify the key features for a good quality scientific manuscript
12:30 PM - 3:30 PM
Day 3: Pre-Conference Workshops
12:30 PM - 3:30 PM
PCW18: Developing and Conducting OSCE in 21st Century
The Objective Structured Clinical Examination (OSCE) was first introduced in 1975 to improve the validity and reliability of clinical skills’ assessment which was then conducted by using the long case and short case examinations. Since then, the use of the OSCE has become widespread within both undergraduate and postgraduate clinical education. The organisation and running of a successful OSCE needs considerable experience and planning including training of examiners, standardised patients (SPs) and examinees. Good quality of realistic questions which are mapped against learning outcomes and appropriate scoring rubrics are essential to ensure validity and reliability of OSCE. The necessity to observe social distancing and the use of technology has introduced novel dimensions to the organisation and conduct of OSCE in 21 st century. The participants of this workshop will be able to: Explain the rationale for conduct of OSCE Develop valid and reliable questions and scenarios for OSCE Train the SPs and examinees for successful conduct of OSCE Develop appropriate scoring rubrics for OSCE Organise and conduct OSCE maintaining social distancing and using technology efficiently and effectively