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

 

 

Professor Mairi Scott is Professor of General Practice and Medical Education and Associate Dean (International) at the School of Medicine, University of Dundee. She is the Director of the Centre for Medical Education and also offers consultancy support and post-graduate development programmes on all aspects educational governance, management and leadership. In addition, she is the Director of the Kuwait Scotland Health Innovation Network which delivers a Masters level programme in Diabetes Care, Education and Management for health care professionals in Kuwait. She is the head of Tayside Centre for General Practice, an Honorary Consultant and a General Practitioner with NHS Tayside. She is a member of the University Senatus Academicus and an elected member of the University Court where she also serves on the Policy and Finance Committee and Governance and Nominations Committee.

Mairi was Chair of the Royal College of General Practitioners in Scotland from 2003 until 2007 and represented General Practice on many working groups within NHS Scotland and the Scottish Executive/Government including the Kerr report (Building a Health Service Fit for the Future) and the white paper ‘Delivering for Health’.

In the second half of 2008, Mairi Scott was appointed for four years as a member of the General Medical Council. (This appointment was made by the Appointments Commission following changes to legislation around Professional Regulatory Bodies.)

 

Highlights from the visit:

  • Workshop on Effective Approaches to Clinical Case Discussion As A way to Enhance Reflective Practice and Professional Resilience at ICE Training Centre@ 2.00pm to 5.30pm

Synopsis of the session

There is increasing awareness of stress not just amongst   doctors but also medical students and so it is important that educators offer students coping mechanism to increase resilience. Working in small groups and using a ‘values based’ approach to analysis, we will explore clinical cases with the aim of demonstrating ways to increase self-awareness and reflection (the hallmarks of authenticity) which also strongly correlated with resilience to burn-out.

 

Objectives of this workshop: -

  • To develop an alternative approach to educating students to reflect authentically on their clinical encounters with the intention of helping them understand more about their professionalism -  who they are and why they do what they do. 

 

  • Kindly register via this link:  https://www.surveymonkey.com/r/CCDiscussion2020  

 

Dr. Bonnie Lynch is based in the Centre for Medical Education. Her background in experimental psychology, along with more than two decades of work in experimental and applied training, evaluation, and assessment inform and enhance her current work. Notable contributions to the University’s medical education programmes include co-development of the Multiple Mini-Interview, an innovative method for selecting medical school candidates; research related to the predictive validity of the UK Clinical Aptitude Test (UKCAT); and curriculum development, teaching and leadership in the areas of undergraduate and postgraduate assessment.

Her research interests include best practices in assessment, enhancement of higher education professionals’ literacy in statistics and assessment, and building capacity for critical engagement with the research literature."

Highlights from the visit:

  • Workshop on “Authentic Skills Assessment in the OSCE : The Era of The Checklist is Over" at ICE Training Room @8.30am to 12.30pm.

Synopsis of the session

The Objective Structured Clinical Examination (OSCE) is perhaps the most widely used formal assessment of clinical skills and professional behaviours in existence today. Most OSCE marking systems rely exclusively or primarily on discrete checklist-based tools, which are logically sound but practically problematic.

Objectives of this workshop: -

  • Able to learn the advantages and disadvantages of checklist-type marking; gain knowledge of and experience with domain-based marking; critically reflect on the use of checklists and domain-based marking in their own professional context;
  • Able to apply their newly-acquired knowledge by assessing an OSCE with a domain-based marking tool; brainstorm about domains that may best apply to their institutional and professional setting; and recognize the important psychometric issues one must consider when incorporating a domain-based marking system.

This workshop is opened for an internal & external member. Kindly register via following link to book your seat.

https://www.surveymonkey.com/r/OSCE2020 

 

Professor Ming-Jung Ho

Professor Ming-Jung Ho is a Professor in the Department of Family Medicine, Georgetown University School of Medicine, and the Associate Director for the Center for Innovation and Leadership in Education (CENTILE), Georgetown University Medical Center (GUMC). She is also the Director of GUMC Teaching Academy in the Health Sciences and Director of Educational Research, MedStar Health. Her research interest lies in the application of anthropology to medical education. Her research projects on the theme of cross-cultural professionalism have garnered awards from the Association for Medical Education in Europe, the Taiwan Association of Medical Education, and the National Science Council of Taiwan.

Highlights from the visit:

  • Workshop On Implementation Of Professionalism In Health Professions Programmes on 07 January 2020 (Tuesday) at ICE Training Room @8.30am to 5.00pm.

Synopsis of the session

Professionalism is an important aspect of training of health professionals, given their roles, responsibility and accountability in patient care and patient safety. Being one of the graduate outcomes of health professions education as stipulated by accreditation and professional bodies, it is essential that it is addressed and assessed appropriately using a variety of teaching and learning activities and assessment tools in the curriculum. The one-day workshop will cover curriculum design and assessment of professionalism based on a framework developed for health professions programmes.

The aim of this workshop is to design the curriculum to incorporate professionalism and assess the professionalism.

  • Workshop On Qualitative Research For Health Professions Education on 08 January 2020 (Wednesday) at ICE Training Room @8.30am to 1.00pm.

Qualitative research has become increasingly prominent in health professions education in recent years. Qualitative approaches are used to study social and human phenomena in their natural settings through exploration of individuals ‘underlying reasons, opinions and motivations.

In this workshop, we will consider the nature of qualitative research questions, discuss common methodologies, describe data collection and analysis methods, and define the principles of rigour

The aim is to provide both an introduction to participants who are new to this research paradigm and the workshop will also be a resource for more experienced participants.

The both workshops are opened for an internal & external member. Kindly register via following links to book your seats.

Dr Peter de Jong

Dr Peter de Jong is an E-Learning staff adviser and assistant professor at the Leiden University Medical Center in The Netherlands. In this position at the Center for Innovation in Medical Education, he has been managing several major programs within Medical School in the field of development, application and evaluation of educational technologies. He is also involved in the educational research program of LUMC.

Dr Peter has a Master degree in Medical Technology from Eindhoven University and a PhD in Biophysics/Physiology from Maastricht University. He has been a member of the Board of Directors and Executive Committee of the Netherlands Association for Medical Education (NVMO), he has been Chair of their national Special Interest Group on E-learning in Medicine and he chaired the 2000 NVMO Annual Meeting.

Since 2007, Dr Peter is involved in the International Association of Medical Science Educators (IAMSE), an international organization with a focus on advancing medical education through faculty development while ensuring that the teaching and learning of medicine continues to be firmly grounded in science. He has served the organization as Vice President, and in 2009 as Program Chair and Site Host for the first IAMSE Annual Meeting outside North America. Currently he holds the position of Editor-in-Chief of Medical Science Educator, the online journal of IAMSE.

Julie K. Hewett

Ms Julie Hewett is a graduate of Rochester Institute of Technology with a Bachelor’s Degree in Entrepreneurial Management. She has over 25 years of office management experience working with small organizations in the services and manufacturing industries. This broad work experience allowed Julie to develop JulNet Solutions, offering management support services to small businesses, entrepreneurs, and eventually professional non-profit associations.

Since 1998, Ms Julie has been involved in IAMSE for Association Management and Meeting Planning. In 2010 JulNet Solutions got involved in the production of IAMSE’s online journal Medical Science Educator, and her office now offers Editorial Manager Support for the Editor-in-Chief.

Highlights from the visit:

Workshop On Publishing In Health Professions Education (HPE) on 14 January 2020, (Tuesday)- ICE Training Room, Level 2, International Medical University, Bukit Jalil, Kuala Lumpur.

Synopsis of the session

This workshop explores on the topic of producing and disseminating research findings are expected of health professions educators, not only to add to the wealth of knowledge and theories about learning, but also for others to learn from the novel educational interventions.  However, researchers often face challenges in getting their research findings published due to many reasons.  In this workshop, the common challenges to education scholarship and strategies to overcome them are discussed.

LEARNING OUTCOMES

  • Identify the common challenges in health professions education research.
  • Identify the tips and tricks for publishing in HPE

The Registration is opened to an internal and external member. Kindly register via this link https://www.surveymonkey.com/r/FCWXDF6 

 

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.