Visiting Professorship Programme

November 16, 2017 Visiting Professorship Programme

The Ron Harden Visiting Professorship in Medical Education at IMU is established with the primary
purpose of appointing from among suitable persons in the medical and health fraternity to conduct
teaching and research in the area of medical education. Such persons will also assist and provide
advice on the development of ICE.

Professor Cees van der Vleuten

Professor of Education at Maastricht University, The Netherlands
Department of Educational Development and Research in the Faculty of Health, Medicine and Life Sciences.
Director of the School of Health Professions Education
www.ceesvandervleuten.com

 

 

Highlight of RHVP 2019:

Visit Date - 22 April – 17 May 2019

Academic Plenary: A Vision for the Future of Assessment
In the last 50 years the field of assessment of professional competence has seen remarkable progress. Developments in assessment technology have taken place across all areas of professional competence, ranging from cognitive to behavioural and emotional aspects of competency. This has been accompanied by extensive research. In order to make assessment more meaningful for learning, however, we need to change our thinking around assessment. We need to move from assessment of learning to assessment for learning, from individual assessment methods to a systems approach of assessment, from cross-sectional assessment to longitudinal approaches to assessment. This presentation will give an account of such a holistic approach to assessment called programmatic assessment. This approach to assessment will be explained and illustrated with an existing assessment practice.

Registration complimentary. Registration link: https://www.surveymonkey.com/r/6SHCQGY

Professor Richard Hays
Professor of Medical Education
Rural Clinical School, School of Medicine, Faculty of Health, University of Tasmania

Professor of Remote Medicine and Health
Mt Isa Centre for Rural and Remote Health, James Cook University


Highlight of RHVP 2018:

Academic Plenary: Globalisation and Artificial Intelligence: Impact on Curriculum Development
Higher education has been radically transformed as a consequence of globalisation and emergence of artificial intelligence technology. One example is the removal of boundaries of space and time. Policy makers and curriculum developers need to rethink the purpose of education and support mechanism for the learners to order to produce synergy and collaboration among countries, communities and individuals. Some of the issues in curriculum development include QA in dispersed sites, serving the needs and demands of many different markets as well as meeting the learning preferences of future students. Professor Richard Hays shared his thoughts and insights on curriculum development driven by value creation and efficiency enhancement, given the opportunities offered by globalisation and AI technology.

Click the following link to enjoy the talk: https://www.youtube.com/watch?v=HsR5SnRlWrw

Workshop on Research and Scholarship in Health Professions Education
Research and scholarship are among the roles of a teacher. To excel in these areas, one is required to engage in continual professional reflection and renewal, including active participation and interaction with the health professions education community through conferences and publications. In this workshop, the participants mapped out the research and scholarship activities and aligned them with the other functions of academics.

Objectives
1. Define research and scholarship in the context of health professions education.
2. Align individual plan for research and scholarship activities to the roles of teachers.

Workshop on Assessment in Health Professions Education (Intermediate Level)
Assessment is an integral component of a curriculum. It is the process of making a judgment on whether the learning outcomes are achieved through a systematic collection, review and use of information. The topics covered in 1-day workshop include identifying the appropriate assessment tools, developing the assessment blueprint, standard setting and assessment psychometrics.

Professor Trudie E. Roberts
Director
Leeds Institute of Medical Education





Highlight of RHVP 2017:

Academic Plenary: Professional Integrity: Challenges and consequences.
The crucial issue of Professional Integrity for Health Professionals was discussed in this plenary. It covers challenges and consequences in healthcare and during tertiary education. The issue of student cheating and its causes has been focused on with areas for reflection from student, faculty and institutional perspectives.

Workshop on Assessing Professionalism in Health Professions Education
Professionalism is an important aspect of training health professionals, given their roles, responsibility and accountability in patient care and patient safety.

Professionalism is also an essential graduate outcome of health professions education as stipulated by accreditation and professional bodies. Valid and reliable assessment programmes are essential and should include professionalism. The scope and tools for assessing professionalism with a contextual approach was covered in this half-day workshop.

Objectives
• Discuss the scope of assessment of professionalism (definition, professional identity, behaviour and attitude)
• Discuss the tools for assessing professionalism, their strengths and weaknesses , as well as validity, reliability, feasibility and acceptability

Other activities:
IMU – MBBS Curriculum Review, Advisory Clinic session with Schools and Centres

 

Professor Lambert Schuwirth
Strategic Professor in Medical Education
Flinders University

 

Professor Joseph S. Gonnella
Distinguished Professor & Dean Emeritus & Director
Department of Medicine
Philadelphia University and Thomas Jefferson University

 

Professor Karen V. MannProfessor Emeritus,
Division of Medical Education
Dalhousie University

 

Professor Edward Peile
Emeritus Professor of Medical Education
University of Warwick

 

Prof Dr Neil Osheroff received his PhD in Biochemistry and Molecular Biology from Northwestern University and was a Helen Hay Whitney Foundation Fellow at the Stanford University School of Medicine. He currently is Professor of Biochemistry and Medicine at the Vanderbilt University School of Medicine and holds the John G. Coniglio Chair in Biochemistry.

Prof Dr. Osheroff directs a research laboratory that has made seminal contributions to our understanding of how enzymes known as topoisomerases function, regulate the topological state of DNA, and serve as targets for a number of widely prescribed anticancer and antibacterial drugs.

Prof Dr. Osheroff has been a course director in the Vanderbilt University School of Medicine since 1990 and was one of four faculty members tasked with developing and implementing the pre-clerkship phase of the medical curriculum as part of a major revision in 2013. He currently co-leads the pre-clerkship phase and chairs the phase’s teaching team. He also directs the School of Medicine Academy for Excellence in Education and chairs the Master Science Teacher group. Internationally,

Prof Dr. Osheroff is a Past-President of the Association of Biochemistry Educators and sits on the Steering Committee of the Asia Pacific Biomedical Science Educators Association. He served as the Treasurer of the International Association of Medical Science Educators from 2016-2019 and as of January 1, 2020, serves as the President of the Association and also has received awards for mentoring, teaching, curricular design, educational leadership and service, and promoting diversity and inclusion. He also has been inducted as a Fellow of the American Association for the Advancement of Science. He has published over 250 papers and has presented more than 300 scientific and educational talks in 32 different countries.

Highlights from the visit:

  • Academic Plenary Talk- Integrating Foundational and Clinical Sciences Throughout the Medical Curriculum on 13th January 2020 (Monday)- Senata Room, Level 2, IMU, BJ

This talk will discuss the importance of curricular integration, the cognitive science behind integration, and the successes and unique challenges that accompany curricular integration in the pre-clerkship and clinical phases of health professional education. It will also discuss the effects of curricular integration on the career paths of science educators and how these individuals play an increasing valuable role in modern health professional education.

Prof Richard Fuller is a Consultant Geriatrician/Stroke Physician and Vice-Dean of the School of Medicine at the University of Liverpool.

He is responsible for directing the MBChB degree programme, generating exciting new initiatives in curriculum design, mobile technology, Assessment and personalised learning.

His main research interests focus on assessment, and he leads the Institute’s Assessment Research Group.  His current research focuses on the ‘personalisation’ of assessment, to support individual learner journeys.  This is underpinned by work from the Group focusing on the application of intelligent assessment design in campus and workplace based assessment formats, assessor behaviours, mobile technology delivered assessment and the impact of sequential testing methodologies.

He publishes and speaks regularly at leading international medical education conferences and is a faculty member at a number of leading global assessment courses.  He holds a number of national/UK advisory roles, including acting as an assessment expert for the General Medical Council - and undertakes a range of advisory and developmental work in relation to curriculum, senior faculty development and assessment for a number of international institutions.

Prof Richard Fuller has been a regular visitor to IMU to work on collaborative projects in research, teaching and program development.

Highlights from the visit: 

Workshop on designing Objective Structure Clinical Examination (OSCE) Stations.

Synopsis of the session

OSCE is used widely for assessment of clinical skills in a simulated environment that is “standardised” for all students. A carefully designed OSCE station allows measure of students’ clinical     competencies at the “shows how” level. However, the design of an OSCE station and its marking checklist, as well as examiners’ skills and expectations could contribute to inconsistencies and the lack of objectivity in clinical competency assessment of      students. 

In this workshop, the participants will learn to design OSCE stations and prepare the marking checklists to assess the clinical competencies at the expected level.  Workshop participants will also evaluate the validity evidence of OSCE by examining the psychometric properties of OSCE scores.

Objectives of this workshop: -

  • To design OSCE stations to assess the desired clinical Competencies.
  • To prepare OSCE marking checklist to assess the desired clinical competencies
  • To carry out psychometric analysis on OSCE performance

Teaching & Learning Activities for School of Medicine: -

  • WBAs in Practise Observations in Contextual Settings HTJ Seremban & Primary care clinic settings.
  • WBA Workshop IMU faculty/ MOH Staff/Senior Nurses/ Honorary Lectures.
  • Plenary with Students Current MBBS/ IMU Alumni/ HOs Students Professionalism Assessment Challenges
  • Discussion on Faculty Discussion on Research Proposals
  • Consolidation of Consultancy and Collaborative Initiatives

Prof Ray Peterson is the Associate Professor Education and Innovation, University of Adelaide since 2011.

Prof  Peterson has a BSc(Hons) and DipEd from Flinders University, and PG DipScEd, MAppSc and PhD from Curtin University.  He was the Director of the MBBS Programme and Head of the Discipline of Medical Education at the University of Queensland. As Director of the MBBS Programme, he has overall operational responsibility and quality assurance for the delivery of all four years of the Graduate Medical Programme. Part of his responsibility is to provide ongoing educational review and improvements in the design, delivery and assessment of the programme.  He was also Chair of the MBBS Curriculum Committee and Head of Assessment. 

As Head of Discipline of Medical Education, Prof Peterson is responsible for the scholarship of teaching, learning and assessment, and projects, which lead to better quality outcomes in program delivery.  He has broad-ranging interests in teaching and learning and is supervising Ph.D. students in medical, dental, health and physiotherapy education.

Since 2008, Prof Peterson has been a regular visitor to IMU to work on collaborative projects in research, teaching and program development. 

Teaching & Learning Activities

Plenary with Postgraduate in Health Professions Education Programmes: Current Updates in Small Group Teaching

Faculty Development Activities

  • ICE Writing Retreat
  • Research Advisory Clinic

Associate Dean: Learning & Teaching, School of Medicine, University of Wollongong, Australia
MBBS; PHD; MASSESS&EVAL; FRACGP

Ian Wilson graduated in medicine from the University of Adelaide and then became a general practitioner. He has practiced in the armed services, inner city, rural and suburban practice. During this time Ian became very interested in medical education and spent time with The Royal Australian College of General Practitioners (RACGP) training programs, initially as a medical educator and then as State Director for South Au. While Ian’s research initially focussed on primary care mental health, his more recent research has focussed on medical education.

His current research interests are student selection and student development. He has had three Australian Research Council (ARC) research grants and a number of other competitive research grants. Ian’s educational interests are in curriculum development, quality assessment and small group teaching.

Highlights from the visit:

  • Plenary on Digital Professionalism 

Synopsis of the session

This talk explored the concepts of digital professionalism and their place in contemporary Health Professions Education. Prof Ian Wilson described the risks and fears surrounding the use of digital media and whether it is a threat to professionalism. He described the threat and issues using a few case scenarios and discuss the implication of digital media towards the professionalism among health care professionals.

Please click this link to the full video of the plenary.

  • Health Professions Education Research Clinic

This clinic provided the opportunity for the participants to discuss either the proposal for the research or the progress of the research. Prof Ian provided a brief introduction to the current trends of educational research and areas that can be further explored. He also explained the potential research area as well as research collaboration.

Teaching Activities in Health Professions Education

  • Postgraduate Certificate in Health Professions Education
    • Module 4: Work Based Learning in Health Professions Education
      • How to convert teaching opportunities to learning opportunities in the workplace
      • How to be a gatekeeper to student's progression; linking outcomes to assessment
  • Postgraduate Diploma in Health Professions Education
    • Module 8b: Leadership and Professionalism in Health Professions Education
      • Understanding System of Education: What to Expect of or for Organization

Highlights from the visit:

Plenary on Publishing in Medical Education: Common pitfalls and how to avoid them

Synopsis of the session
The pressure for medical educators to publish has never been greater, especially in publications with a global audience. Publishing is always competitive and there are additional barriers for authors who are not native speakers of English, the common language of academic publishing.  This lecture will outline the pitfalls of publishing in medical education, give an insider view of the peer review process and introduce strategies to help authors become more effective publishers of their work. The presenters will draw on their extensive experience of supporting new and early career researchers to publish and their roles as peer reviewers and editors within the academic community.

Research Writing for Publication Workshop
The workshop provided participants with an opportunity to develop their skills and knowledge about research writing for publication. Participants will have identified a writing project to focus on throughout the two days. They were guided by Rebecca O’Rourke and Helen Bradbury, from the Leeds Institute of Medical Education, University of Leeds, through a series of activities designed to improve their writing and editing skills. Rebecca and Helen have worked together for many years to support academic writing development and research writing for publication with postgraduate clinical education researchers at Leeds.

The workshop conducted for two days with the following aim:

  1. Explain and demystify the processes involved in writing for publication
  2. Emphasize the importance of decision making in relation to choosing target journals, understanding and following their requirements
  3. Introduce strategies for developing good writing habits
  4. Develop insight into the peer-reviewing process
  5. Develop resilience and confidence in relation to submission and resubmission of writing for publication
  6. Explore the particular challenges for non-native users of English of writing and publishing in English.

Synopsis:

The speaker, first, introduce trends in medical professionalism in general. He then reviews how culture influence medical education in general, followed by describing how culture matters in medical professionalism by introducing his recent research on medical professionalism and Bushido, the traditional Japanese code of ethics. Finally, he proposed how we, Asian-Pacific medical educators including you, Malaysians, should teach and assess medical professionalism in your own context.

Click the link to enjoy the talk.