4th Industrial Revolution: Creating A New World for Health Professions Education.
(12 - 14 April 2019)



(Thursday, 11 April 2019)

3:00pm – 6:00pm Meeting


Day 1 (Friday, 12 April 2019)

8:00am – 9:00am Registration (Workshop 1 – 4)
9:00am – 12:00pm

Workshop 1 – Developing Entrustable Professional Activities (EPAs) and Milestones for Undergraduate Health Professional Courses
Dujeepa Samarasekera, Gominda Ponnamperuma, Lee Shuh Shing, Singapore

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Outcome-based education (OBE) model is strongly advocated for the design and delivery of 21st-century health professional curriculum. Training programmes based on Entrustable Professional Activities (EPAs) are mostly seen in postgraduate programs and its use in undergraduate programs has only been described recently. EPAs in the UG setting poses unique challenges which need to be properly addressed. Entrustability of the undergraduate is not clearly defined and the definitions of competencies with EPAs poorly understood by the stakeholders. The workshop will shed light from the experiences of facilitators who have developed EPAs for undergraduate medical and nursing courses.

This is a fully hands-on session with sharing of experiences and the process in developing EPAs for undergraduate health professional courses specifically in medicine and nursing. Participants will then be given the opportunity in formulating their own EPAs and milestones. Finally, the participants will share and discuss the EPAs formulated.

Participant will:

  • discuss the key features of EPAs
  • formulate EPAs in their respective disciplines
  • describe how to develop a blueprint for EPAs closely aligned to the professional competencies identified
  • practice blueprinting for the EPAs formulated in the different disciplines.

Who should attend:
Everyone, specifically medical and nursing educators, who is interested in deepening his/her knowledge in EPAs

Workshop 2 – Create Your Own E-Portfolio!
Padmini Venkataramini, Ravi Shankar Savanna, Syarifah Alawiyyah Haddad bt Syed Abu Bakar, Sharifah Aida Husna bt Syed Hood & Nur Hanis bt Iskandar Zulkarnain, Malaysia

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Electronic portfolios are effective tools for recording one's professional achievements, reflections and competencies. They are gaining popularity worldwide as tools of assessment, lifelong learning and reflective practice for professionals.

Flipped classroom model.

Participants will be able to conduct workshops on e-portfolios and reflection for faculty and students in their respective institutions.

After the workshop:

  • Participants will be able to introduce e-Portfolios to students and other faculty in their respective institutions.
  • Students will be able to document their competencies to enhance future employment prospects, apart from using e-Portfolio as a tool of lifelong learning.

Workshop 3 – Shaping the Clinical Cultural Competence of Health Professions Students in the Era of 4th Industrial Revolution
Diantha Soemantri & Rita Mustika, Indonesia; Hiroshi Nishigori & Sayaka Oikawa, Japan

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According to Keywell (2017), the 4th industrial revolution is about empowering people not the rise of the machine, therefore future health professions education should equip students with new skills (http://www.iftf.org/futureworkskills/) to cope with the new industrial era, including cross cultural competency. Cultural competence in the clinical context is the ability to establish effective relationships with patients, health professionals and others with different background. Understanding patients’ diverse values, belief of the self and health is crucial for providing optimum care.

Workshop participants will be introduced to the basic concepts of culture, cultural competence and how to foster cultural competence especially in the clinical setting. They will also be discussing cultural aspects influencing doctor-patient encounters and developing strategies to facilitate and assess students to be culturally competent. The workshop will employ participants-centered active learning strategies, by involving participants to identify cultural issues in clinical encounters and develop a blueprint of cultural competence teaching, consists of learning objectives, teaching methods and assessment system.

Who should attend
Teachers with interest in teaching cultural competence in clinical setting

Workshop 4 – Supporting Learners’ Successful Transitions Throughout Health Professions Curricula Through Better Use of Technology-Captured Data
Viktoria Joynes & Richard Fuller, United Kingdom; Vishna Devi Nadarajah, Malaysia

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The Fourth Industrial Revolution leverages major technology breakthroughs in biotechnology, computing, artificial intelligence and the Internet of Things, but what could this mean for education? The possibilities of Universities, their students and faculty, all connected by mobile devices, presents exciting opportunities for educational innovation. New uses of technology (and its resultant data) allow design of highly adaptive learning, assessment and feedback. However, there remains a danger that misapplication of collected data could lead to negative consequences for learners and teachers, as education priorities are skewed by predictive analytics.

This workshop will explore the use of technology in learning environments, presenting unique opportunities for faculty to visualise longitudinal insights into development and growth of student learning. Using a series of round table exercises and group discussions, participants will gain a holistic view of learner engagement and processes required for early identification of learners needing extra support (e.g. around key transition points) across complex health care educational programmes.

Drawing on examples from different international and cultural perspectives, workshop participants will gain confidence in identifying students at risk of failure. Participants will have the opportunity to explore interventions that provide differential, personalised support for these learners, and generate take-home messages for their own institutions.

Who should attend
This workshop has particular significance for those responsible for the identification of students in need of additional support, remediation and progression decisions. The workshop will also support colleagues who wish to make more effective use of technology generated learning data.

12:00pm – 1:00pm Lunch
1:00pm – 2:00pm Registration (Workshop 5 – Workshop 9)
2:00pm – 5:00pm

Workshop 5 – Enhancing Classroom Engagement with Learning Technology  
Lakshmi Selvaratnam, Amreeta Dhanoa & Uma Devi M Palanisamy, Malaysia

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A tsunami of challenges in teaching and learning is expected to impact the higher education landscape during the coming wave of the 4 0 Industrial Revolution. As such, healthcare educators will need to embrace change and prepare themselves and their Next Generation students to be equipped with 21st century skills to face a challenging, unpredictable tomorrow. Integration of digital platforms, internet-enabled devices, mobile learning and online instructional videos and software will increasingly serve to bridge the digital divide in learning & teaching. Hence, educators can make use of education technologies, where appropriate and based on a purposeful and authentic pedagogy, to transform their instruction through active learning and by generating engaging classroom environments.

Intended Outcomes
After the workshop, participants should be able to:

  • understand the pedagogical basis for popular education technology tools which can be utilised in medicine and health professional education
  • have the opportunity for hands on practice with relevant education technologies to enhance learning activities & presentations, improve feedback on student learning as well as experience building community networks for inquiry through social media..

This interactive workshop conducted by experienced, award-winning educators will introduce you to popular classroom technologies that support interactive learning including student response systems, interactive presentation & learning tools, animations/videos and social media. Through case study exemplars of education technologies, you will gain hands on practice as well as explore ideas for incorporating them into your own healthcare teaching or curriculum design.

Who should attend
Medical and healthcare professional educators.

Workshop 6 – Scale Development in Health Professions Education for Non-psychometricians
Ong Yu Han, Lim Yong Hao & Ong Sik Yin, Singapore 

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Scales are instruments used to measure attitudes, perceptions, behaviours and emotions. It captures latent concepts that are not directly observable, primarily through a pool of self or other reported items. Scales are similar to assessment tools in that both require a person to provide ratings in response to a list of items. Scales and assessment tools differ as the latter focus more on attainment of knowledge and skills.
Many reviews have documented the diversity and adoption of practices that are inconsistent with best practices in scale development. This may lead to inappropriately designed scales. This workshop will cover key concepts in scale development and allow you to appreciate the science and art in designing scales intended for use in HPE.

At the end of the workshop, participants should acquire basic knowledge in:

  • Deciding the appropriateness of using a scale to address identified issue
  • Thinking and defining what to measure (Conceptualization)
  • Writing and adapting items (Operationalization)

This interactive workshop uses a seminar-style format to introduce scale development. Worked examples, hands-on activities, and round table discussions will allow participants to apply concepts introduced in workshop to real life examples. Participants will also have the opportunity to discuss and clarify concepts in developing a scale.

Who should attend
Healthcare professionals, administrators or educators, who are interested, but have no or little knowledge, in developing, adapting and using scales should attend this workshop.

Workshop 7 – Break, Change, or Continue? Using Theoretical Frameworks and Qualitative Data for Programme Evaluation in Healthcare Settings
Khoo Hwee Sing, Charmaine Krishnasamy & Terence Quek, Singapore

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Educational program innovation can be complex and extensive, and measurement may be multifaceted. As medical education programs develop and change, curricula needs to be evaluated holistically to determine to what extent the aims and intend.

The workshop will introduce participants to theoretical frameworks to make decisions on programme evaluation and continuity. Participants will be guided on using frameworks and theories on evaluation for advancing knowledge and sustaining effective practices. Participants will also be guided on interpreting and analysing open-ended data using qualitative data analysis methods.

This workshop will benefit participants responsible for undertaking evaluation work and the improvement of processes. Qualitative methods of evaluation and analysis of data will be included in this workshop, and ways of communicating decisions, changes to programs and steps in implementing changes for effective practice and impact will be shared.

Workshop 8 – Consequential Validity and the Impacts of Medical Education Assessments on Individuals, Institutions and Society
Sarah McElwee & Kevin YF Cheung, United Kingdom

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High-stakes assessments have important consequences, including a role in reinforcing or reducing social inequalities. Within educational and psychological measurement, the concept of consequential validity is used to include social consequences in validation theory and practice. This workshop illustrates an approach to test validation that acknowledges the importance and impact of consequential validity, using examples from selection and medical education assessments.

After the workshop, participants will be able to:

  • Describe the social consequences of assessments and how these may impact on their overall validity.
  • Understand and outline the elements of Weirâ's socio-cognitive framework of test validity and use it for evaluating the social consequences of assessments.
  • Identify areas for future research on consequential validity, including within their own practice, and generate potential research questions and methods.

Structure of Workshop
We will describe how the social consequences of assessments fit into validation theory. Weirâ's socio-cognitive framework of test validity (Weir, 2005) will be presented and considered as a basis for operationalizing consequential validity. Participants will engage in group work to apply the framework to evaluate consequential validity of real-life assessments, critique available evidence, and identify areas for further research.

Who should attend
Medical educators, admissions tutors, policy makers, test developers and researchers with an interest in widening access to medical education and understanding the range of impacts that high-stakes assessments have on individuals, institutions and society.

Workshop 9 – Early Exposure to Work Experience for 21st Century Learners in Health Professions (HP): Developing and Implementing a Program
Ian Wilson, Australia & Sharifah Sulaiha, Malaysia

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The Healthcare system is transforming fast due to confluent revolutions in science, biology and computer science. The disruption is expecting better delivery of care, management of illness, role of patients and relationship between health professionals and stakeholders.

At the end of the workshop participants will understand what is the requirement of 21st century healthcare environment, analyzing the readiness of their program to prepare learners for the expected outcomes. It will make clear to participants that early exposure to work experience has many benefits for students ranging from vocational confirmation, through the early development of professional identity to setting the clinical context for the biomedical science and using the technology to depict Humanities. It will also highlight difficulties that may arise.

At the end of the workshop, participants will have the skills necessary to develop a program of early exposure to work experience designed to meet their learning outcomes.

While there will be some didactic presentations most of the program will consist of small group activities that will enable participants to experience developing a program firsthand.

Who should attend
Anyone considering or already implementing a program of early exposure to work experience in 21st century.

* Registration Desk will be open for the Main Conference from 2 pm onwards on Friday, 12 April 2019.
* Posters to be up by 8.30am on Saturday, 13 April 2019.



Day 2 (Saturday, 13 April 2019)

8:00am – 8:30am Registration
8:30am – 8:35am

Welcome by the Organising Chair
Vishna Devi Nadarajah, Malaysia

8:35am – 8:45am

Opening Address by the Vice Chancellor of IMU
Abdul Aziz Baba, Malaysia

8:45am – 9:15am

Keynote Address
Have we future-ready curricula? We have reached the end of the present paradigm for healthcare professions education. How do we get the nut out of the tube?
Ronald Harden, United Kingdom

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The need to review how we train healthcare professionals has been well documented. It has been argued, justifiably, that the present approach does not and increasingly will not meet the needs of the population we serve. When planning for the future there are four options:

  1. Preserve the status quo. This increasingly will be found lacking.
  2. Make minor adjustments. While the current approach to training has much to commend it, simple window dressing of this will not meet future needs.
  3. Make major changes to the present system such as highlighting work-based learning, expanding interprofessional education, reviewing the expected learning outcomes, developing adaptive learning and unbundling the curriculum. This offers many attractions but by itself it will not be sufficient.
  4. Bring about a revolution in the health care professions with fundamentally different types of health care professionals trained to meet tomorrow’s needs.

While option 3 has many attractions, we are approaching the end of the current paradigm for training healthcare professionals. Imagination may be constrained by the past but with imagination and creativity we need to challenge our current thinking. A revolution is required that embraces a forward looking approach. We need to think how to get the nut out of the tube.


9:15am – 10:00am

Plenary 1 Future Ready Curricula for health professionals
Gabriel M Leung, Hong Kong

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*To be uploaded soon.


10:00am – 10:30am Refreshment & Networking
10:30am – 12:00pm

Symposium 1 – Identity construction: are tensions and struggles inevitable?
Ong Sik Yin & Lee Lee Sian, Singapore; Lynn Monrouxe, Taiwan

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Healthcare professionals and trainees learn the knowledge, skills, values and behaviours during the process of socialisation into their new job roles. This process not only entails development of an identity and pattern of practice in their professions but also integration of their new professional identity with their individual sub-identities and core values. Professional identity construction is a dynamic, iterative and relational process whereby individuals constantly deconstruct and reconstruct their identities. Individuals construct new meaning about themselves and reconcile their identity through their interactions with others in their environment and communities of practice. Professionalisation and identity construction are complex and stressful processes, especially if their personal and professional identities are not congruent. Identity dissonance can introduce significant emotional disruptions and affect individuals’ sense of work and performances at work.

In this symposium, the speakers will present a synthesis of the state of the research evidence on professional identity development in healthcare professionals and trainees. We will also be introducing some theories and methodologies that can be used to understand professional identity development. Examples from research in clinical education setting will be provided to illustrate the dilemmas and tensions experienced by clinician educators and trainees. We hope to start a conversation about dilemmas and tensions in process of socialisation and development of professional identities, and how these might be addressed and resolved.

Symposium 2 - Developing a lifelong learner for the new world: Is self-regulated learning the missing link?
Dujeepa Samarasekera, Gominda Ponnamperuma, Lee Shuh Shing, Singapore

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Self-regulated learning (SRL) is a skill which is under-researched in health professions education especially in the Asian region. However, this skill is extremely important for students to develop necessary attributes to be effective practitioners. The 4th Industrial Revolution may pose many challenging roles for healthcare professionals. The service and industrial setting will need to adapt to new norms where current jobs are rendered obsolete with the introduction of artificial intelligence, machine learning, and augmented reality. This symposium will focus on helping students to adapt to the new world and how best the health professions education could support this transition.

12:10pm – 1:10pm Free Paper Session 1
Global University Medical Challenge (GUMC) Round 1
(Participating teams only)
1:15pm – 2:15pm

Lunch & Networking / Visit Exhibition Booths

2:00pm – 3:00pm

AMEA Management Committee Meeting

2:15pm – 2:45pm A Tour of IMU Learning Resources: CSSC or E-Learning
2:55pm – 3:55pm Poster Viewing 1
Free Paper Session 2
Global University Medical Challenge (GUMC) Round 2
(Participating teams only)
4:00pm – 4:45pm

Plenary 2 - Compassion and Humanities in Health Professions
Allan Pau, Malaysia

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Compassion is often cited as a desired, if not necessary, virtue of health professionals. Some believe that health professionals should be hired and promoted on the basis of having compassion as a vocation and not just academic qualification. A growing body of evidence suggests that compassionate healthcare results in better outcomes for patients, saves money and time for providers, and enhances the well-being of carers. The lack of compassion in healthcare has hit the headlines of the popular press in recent times and has led to concerns that carers are practising in a state of compassion fatigue or crisis. For example, the death of hundreds of patients in the UK Stafford Hospital scandal because of ‘terrible’ care, highlighted a ‘disturbing lack of compassion’.  In recent surveys, some 40% of UK doctors indicated that they believed doctors are less compassionate than 20 years ago, and a similar proportion of US physicians reported that professional morale of their colleagues was either poor or very low. Doctors complain of not having enough time to give patients the attention they need, or that a lack of feeling of belonging and support has undermined compassionate care for others. The lack of time for compassion is likely to be exaggerated in countries where the population is ageing as a result of a shrinking active workforce. In this context, the 4th Industrial Revolution impacts healthcare in two ways. Firstly, assuming performance of roles traditionally executed by health professionals, and secondly, by supplementing our expression and measurement of compassion. Advances in big data technology and artificial intelligence are paving the way for patients to seek diagnostics and prognostics from avenues other the traditional consultation room. Advances in robotics and affective computing are leading the way in providing psychological support and recognising emotions, and potentially is measuring compassion. 


5:30pm - 7:00pm

Welcome Reception


Day 3
(Sunday, 14 April 2019)

8:30am – 9:15am

Plenary 3 - Producing a 21st Century Doctor
Trudie Roberts, United Kingdom

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It is often said that if Osler can back to earth he would recognise as familiar how we train medical students but he would not recognise the way that modern healthcare is delivered. Given the changes and promise in the areas of genomics, digital health, artificial intelligence and robotic we are likely to be entering an even more accelerated time of change in patient care. How will medical schools rise to these revolutionary events to ensure that graduates are fit to work in this new and exciting environment?

In this talk I will look at what knowledge skills and attitudes will be required in future doctors, how this might change medical school curricula and clinical skills teaching. I will also examine the implications of these changes in practice for the careers of future medical practitioners including what new disciplines such as medical informaticians might emerge.


9:15am – 10:15am

IMU-Ron Harden Innovation in Medical Education (IMU-RHIME) Presentations

10:15am – 10:45am

Refreshment & Networking

10:45am - 12:15pm

Symposium 3 - New Developments in Quality Assurance to the Benefit of Medical Education Worldwide. Peers, Students And Quality Agencies Reflect on the Added Value of Peer Reviews.
Michèle P. Wera, Netherlands; Chinthaka Balasooriya, Australia; Er Hui Meng, Malaysia

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Presentation 1: External assessment of medical programmes in the Netherlands including the WFME recognition programme (World Federation for Medical Education) from the viewpoint of NVAO, the accrediting agency in The Hague
Michèle P. Wera

It is NVAO’s firm belief that quality assurance processes help medical education to improve. For decades, medical schools in the Netherlands have been organising peer reviews as part of their internal quality assurance processes. With the establishment of NVAO in 2005, an external quality assurance system was implemented. This system is based on the ESG, and combines peer reviews of programmes and institutions.
NVAO was the first agency in Europe to participate in the WFME Recognition Programme in order to meet the US requirements for eligibility for foreign medical graduates. Also, a number of Asian agencies already obtained the WFME recognition status marking the global recognition of quality.
Topics for further reflection: how can peer reviews support the further development of a medical programme? To what extent can medical schools benefit from the experts’ advice and recommendations? And most importantly: how to keep the balance between bureaucracy and added value?

Presentation 2: Quality Assurance in Health Professions Education. How Quality Agencies, peer review and students can provide input
Chinthaka Damith Balasooriya, Australia

Peer review is a fundamental principle of academic practice and is highly regarded in the field of research. The validity and potential for bias in the peer review process is widely debated, yet it remains one of the most widely used strategies for ensuring academic quality.

Despite the wide acceptance of peer review within the research environment, institutions have been slow to accept it as a strategy to evaluate the quality of teaching. It is however heartening to note that peer review of teaching – both summative and formative - is now gaining the recognition that it deserves.

Formative peer review of teaching is an ongoing process of professional development that aims to continually develop the individual and collective quality of teaching. Formative peer review is distinguished from summative peer review by its focus on collaborative processes to support academic development rather than on formal evaluation of an individual’s teaching.  Summative peer-review is increasingly evident in academic practice, particularly in relation to academic promotion and teaching-related awards. Evidence from higher education affirms the importance of implementing formative peer review processes when seeking to institute summative peer review.

The pursuit of high quality teaching in higher education is not new, but its significance has been heightened by potential economic costs and the increasingly competitive nature of higher education. Summative peer review is being adopted by universities as a key strategy for enhancing educational quality. To have the desired impact, summative review should be accompanied by a formative peer review that is supported by institutional processes to facilitate improvement in teaching quality.
When formative and summative peer review are in harmony they can provide a quality-enhancement process that culminates in enhanced student learning as a result of improved teacher effectiveness.

Formative peer review of teaching provides a structured framework for the ongoing improvement of teaching and learning practices through peer collaboration, discussion and mutual learning. Recent research confirms that formative peer review not only enhances the quality of teaching of the reviewee but also the reviewers. Formative peer review can thus enhance the quality of teaching for all those involved within the peer observation process. When formative and summative peer review of teaching are implemented in harmony, they can play a key role in quality assurance of health professional education.

Presentation 3: Students’ role in quality assurance of health professions education: Their understanding and perspectives
Hui Meng Er, Malaysia

Student engagement in quality assurance (QA) and enhancement is gaining momentum, extending from participation in course and learning environment evaluation, to an active involvement in the structures and process at subject, faculty and institutional level.  It is claimed that the increased emphasis on the learners’ voice is crucial to enhance the student learning experience.  Direct participation and membership of committees, review panels and validation have been suggested to effect an institutional-level cultural change that promotes student engagement in quality processes.  The benefits include creating a non-threatening environment for students to provide feedback on programme delivery and wider issues, shared responsibilities among faculty and students for students’ learning, and ensuring the students’ voice is heard.  This is also aligned with the movement in education to shift the role of students from “student as consumer” (SaC) to “students as partners” (SaP), to encourage active and deep learning.  In this forum, the students’ understanding of QA, and their perception of student engagement in QA of health professions education will be presented.
10:45am - 12:15pm

Symposium 4 - Expectation of IR4 on graduate competencies (industry perspective)

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Synopsis Presentation 1
I will be commenting on how elements of 4th Industrial Revolution impacts on healthcare business, especially on primary care. I will highlight some of examples of 4th Industrial Revolution currently mushrooming in Malaysia setting. The current healthcare education must adapt with the future needs of the industry.

1. The use of human genome in disease prevention and wellness management.
2. The use of technology to manage and monitor chronic diseases
3. Big data for disease prevention, diagnosis and management.

IR4 changes how we learn, communicate, work and respond towards information. It will definitely impose a significant impact in healthcare education too, example drug discovery, personalized medicine versus treatment guideline, etc.

Lim Kean Ping, Malaysia

Synopsis Presentation 2

Mushtak Al-Atabi, Malaysia

12:15pm – 1:15pm Poster Viewing 2
Free Paper Session 3
Global University Medical Challenge (GUMC) Round 3
12:30pm – 2:00pm

Lunch & Networking / Visit Exhibition Booths

2:00pm – 3:00pm

Global University Medical Challenge Final Round

3:00pm – 3:45pm

Plenary 4
What can medical education learn from Silicon Valley?
Shiv Gaglani, United States

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High-tech companies like Google, Facebook, Amazon, Uber, and LinkedIn have developed engaging user experiences that our current learners & educators expect from us. In this talk we’ll describe specific strategies these companies use to improve engagement and retention, and how we can apply them to our work in medical education.

Following participation in this session, learners should be able to:

    • Delineate trends in medical and health education such as continuous formative assessment for lifelong learning,
    • Describe how technology companies such as Facebook, Netflix, and Amazon engage their users effectively,
    • Apply the above principles to their own work in the field of health professions education 
3:45pm – 4:15pm

Presentation of  Poster, Oral & IMU-Ron Harden Innovation in Medical Education (IMU-RHIME) Award & Closing

4:15pm – 4:45pm