AMEE

Symposium 3A: Medical Education and Health Systems in the 21st Century:  In search of a new paradigm for “Wicked” Problems in health...

Contributors: Stewart Mennin (Principal, Mennin Consulting & Associates, Albuquerque, New Mexico, US and Sao Paulo, Brazil), Ian Curran (Assistant Director of Education & Professional Standards, UK General Medical Council), Glenda Eoyang (Executive Director, Human Systems Dynamic Institute, Minneapolis, Minnesota, US)

Health care services around the world are struggling to meet rising demand and shrinking resources.  Medical education, responsible to provide a relevant and adaptive health workforce, finds itself both challenged by innovation and constrained in a traditional education framework.  Health and the preparation of future professionals faces profound and numerous “wicked” problems, defined as ones that are impossible to solve because of complexity, incompleteness, contradiction or changing requirements that ​cannot be anticipate​d​ or controlled.  We propose that a new way of thinking is required.  We ​will​ explore these 'wicked' challenges, promote dialogue and ​discover new paradigms that offer the hope, scope and capacity to face the current and emerging challenges of health and education in the 21^st century.

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Symposium 4A: Should medical education be based in universities?

Contributors: John Cookson (Hull York Medical School, UK), Stewart Petersen (University of Buckingham Medical School, UK), Jerry Booth (University of York, UK)

The purpose of this symposium is to stimulate debate about the forces that currently shape medical education and to ask if these are now operating in the best interests of society.  In particular the three speakers will question

• whether the historical role of universities to produce the educated person has been lost in the drive for basic competence
• whether the changing role of the regulator, as exemplified by the GMC and the successive editions of Tomorrow’s Doctors in the UK represent an important and ultimately deleterious shift in the nature of the medical graduate
• whether universities and health services recognise the particular problems of medical education and their respective roles in its promotion.

The session will appeal to those who are responsible for setting policy in medical education at all levels but particularly for undergraduates.

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Symposium 5A: Faculty Development in the Health Profession: From Skill Acquisition to Professional Identity Formation

Contributors: Yvonne Steinert, David Irby, Patricia O’Sullivan

Faculty development programs are gaining prominence in most health professional schools and educational organizations.  However, despite a significant growth in the scope and breadth of available offerings, the major focus of faculty development activities has been knowledge acquisition and skill development for teachers and educators. While this focus enables growth and renewal among faculty members, a frequently overlooked area in faculty development concerns health professionals’ identities as teachers and educators, a critical factor in faculty members’ commitment to the educational mission and the task at hand. The goal of this symposium is to carefully examine the role and importance of faculty members’ professional identities and how these identities can be supported and nurtured by faculty development programs and activities. Research in this emerging area will be shared, as will different approaches by which teachers’ professional identities can become the focus of formal and informal faculty development offerings. Faculty members are our most important resource; respecting and supporting their identities is essential in the achievement of our educational objectives.

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Symposium 7A: Medical Education in Difficult Circumstances; Finding solutions to problems

Contributors: Robert Woollard (University of British Columbia, Canada), Mona Siddiqui (University of Edinburgh, Scotland), Elpida Artemiou (Ross University School of Veterinary Medicine, St Kitts and Nevis, Caribbean)

The world of medical education is not a level playing field; for each school that has the abilities to maintain high quality medical education, there are many who are delivering medical education under varying difficult circumstances, caused by multiple factors. Using three examples drawn from medical schools and Universities from around the globe, each giving a different perspective on difficult circumstances, the symposium will explore and share the various mechanisms that these schools have used to bring their institution up to the same level of quality enjoyed by the few.

This symposium will:

• Review the various examples of difficulty;
• Consider how specific difficulties can be overcome by specific strategies;
• Explore the transferability of these coping strategies to other situations;

Consider the formation of a cohort of individuals / Institutions prepared to continue looking at how to cope with / research into medical education under difficult circumstances

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Symposium 8A: Building the community of Medical Education Scholars: Sharing lessons learned for developing and maintaining successful units for medical education scholarship and research

Contributors: Lara Varpio (Uniformed Services University of the Health Sciences, USA), Steven Durning (Uniformed Services University of the Health Sciences, USA), Larry Gruppen (University of Michigan, USA), David Irby (University of California San Francisco, USA), Bridget O'Briend (University of California San Francisco, USA), Olle ten Cate (University Medical Center Utrecht, the Netherlands), Cees van der Vleuten (Maastricht University, the Netherlands), Susan Humphrey-Murto (University of Ottawa, Canada), Wendy Hu (University of Western Sydney, Australia)

Participation in medical education scholarship is widely considered necessary for successful, modern medical training programs. Medical Education Units (MEUs) that support scholarship and research are being launched internationally, but the processes for developing and sustaining successful MEUs are not well understood.  While histories of some individual MEUs are available, overarching analyses of the lessons learned about establishing and sustaining MEUs in diverse contexts has yet to be conducted. Our research team is studying MEUs around the world to construct broadly applicable understandings of how MEUs are launched and successfully maintained. In this symposium, we share findings from that research and from our experiences as MEU Directors and unit members. Using theories from Bourdieu and Institutional Theory, we describe MEUs from 4 national contexts, and best practices for securing institutional support for MEUs (including suggestions for new units and for those in countries that are not well resourced). Scholars currently developing, directing or working in MEUs will find this session informative.

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Symposium 9A: Fostering Innovation and Change in Medical Education:  The Durable Impact of Awards and Grants

Contributors: Mark Quirk (American University of the Caribbean, USA), Catherine Lucey (University of California San Francisco School of Medicine, USA), Mark Earnst (University of Colorado, School of Medicine, USA), Wendy Hu (Western Sidney School of Medicine, Australia), Terry Poulton (St. Georges, London), Gary Rogers (Griffith University, Australia), Ming-Jung Ho (National Taiwan University College of Medicine, Taiwan)

This symposium will explore the common features of 'funding programs' that lead to lasting meaningful change in medical education.  The panel will include recipients of grants or awards from organizations that intend to lastingly strengthen medical education throughout the world.  They will share their goals and outcomes and analyze their experiences using principles of organizational change and sustainability.  Presenters will debate the short and long-term impact of external funding on careers and curricula.  Recommendations will be offered for cultivating innovation and change with and without external funding. 

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Symposium 10A: Creating Safe Spaces for Academic Innovation: Pushing the Boundaries of Medical Education Research and Scholarship

Contributors: Jennifer Cleland (University of Aberdeen, United Kingdom), Ayelet Kuper (University of Toronto, Canada), Jerry Maniate (University of Toronto, Canada), Rona Patey (University of Aberdeen, United Kingdom), Cynthia Whitehead (University of Toronto, Canada)

As medical education becomes an increasingly diverse and scholarly field, academic findings will sometimes call into question accepted ways of thinking and practicing. This can open exciting and creative possibilities for innovation; however this may also pose challenges for scholars who need to constructively engage colleagues about the implications of their controversial innovations for educational practice. In this symposium, we will explore strategies and solutions to support and encourage important, potentially dissenting voices in our field in order to create safe environments for transformative innovation. We will highlight four complementary perspectives:

• an individual researcher doing potentially “risky” research;
• a Centre Director supporting and nurturing innovative researchers within local political and financial realities;
• a national leader encouraging safe spaces for innovation within funding and regulatory frameworks;
• a researcher doing work in support of culture change, safe working and learning environments;

and draw on various examples from medical/healthcare education and other areas.

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1045-1230 SESSION 11 – Plenary

Chair: Trudie Roberts, UK

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