13TH INTERNATIONAL MEDICAL EDUCATION CONFERENCE - From Personalised Learning to Mastery of Competencies: Impact of Technology and Simulation on Health Professionals
(13 - 15 April 2018)



Day 1 (Friday, 13 April 2018)

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

Workshop 1 – Keep to Reality: Enhance Inter-Professional Learning Using Simulation
Thiruselvi Subramaniam, Malaysia

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Transition from undergraduate learning to internship and practice can be daunting and confusing for healthcare learners. Being used to guidance in diagnosing, managing and caring for patients, they now face making decisions alone as well as negotiating and learning the system processes, manage attitudes and behaviours that is part of the day to day healthcare system. Traditionally, undergraduate teaching does not prepare them for this change. After learning with their own peers, they now find themselves in the arena with other healthcare personnel who themselves have had similar experience during their own learning. They have to learn to work with each other, getting to know limitations and needs. This human interaction is more complex than one would think and plays an important role in patient outcome. Learning to work as a team should begin early, during the undergraduate period, allowing students to slip into the role of team players, be comfortable and effective once they begin their practice.

• Conduct inter-professional learning using simulation.
• Better understand the need for team training in undergraduates
• Able to run a scenario for training

The session will involve demonstration on team work using simulation with high fidelity manikins. The participants will be broken down to smaller groups during the workshop. We hope to make the session hands on with participants creating scenarios and demonstrating the use of simulation for inter- professional learning using the high- fidelity manikins. They will also conduct the simulated sessions on individual groups with debriefing. This will be followed by discussions and feedback.

This workshop is targeted at individuals, both medical (clinicians / academicians) and non-medical who are involved in teaching using simulation.

Workshop 2 – Learning about Our Learners. Harnessing the Power of Technology Enhanced Learning (TEL) to Identify and Support ‘At Risk’ Learners
Richard Fuller & Viktoria Joynes, United Kingdom

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The rapid growth in mobile learning and assessment applications across public, private and professional spheres, presents real opportunities for innovating curricula, learning and teaching. However, a complex network of applications, software and devices can leave educational developers focused on ‘tools’ rather than achieving a broader philosophy about the strategic value, application and impact of using Technology Enhanced Learning (TEL) resources in educational programmes.

This workshop will focus on the premise that the use of TEL resources within education presents a unique opportunity not just for students, but also for faculty to gain longitudinal insights into development and growth of student learning across complex health care educational programmes.  In doing so, this allows a more holistic view of learner engagement and an understanding of the workplace environment, supervision and feedback.

Delivered by highly experienced facilitators from the Universities of Liverpool and Leeds in the UK, this highly interactive workshop begins with an exploration of conceptual frameworks of how TEL resources can shape learning behaviours. Using models of self- regulation, participants will explore how technology can be used ‘diagnostically’ to track learner growth and development. Drawing from practical examples provided by the workshop facilitators, participants will be encouraged to focus on how they can use existing data already held by institutions to identify students ‘at risk’ of high stakes failure. A series of round table exercises and group discussions will explore interventions to provide differential, personalised support these learners and design meaningful evaluations to demonstrate learner gain, cost effectiveness and academic success.

Workshop 3 – Technology for Lifelong Learning in Health Professions
Goh Poh Sun, Singapore

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The needs of lifelong learners are different from earlier stage undergraduate students, or postgraduate trainees. Lifelong learning occurs after initial formal professional training, and generally takes place in a more opportunistic, often informal; and less often formal setting. Technology can be used to provide a platform, structure, and a pedagogically sound, theory and evidence informed educational and training process, including providing access to digital content, and training paradigms. This workshop will be anchored by a dedicated customised presentation and engagement blog, containing material for pre-workshop review (around 2 to 3 hours), presentation material for the workshop, as well as an online engagement platform (before, during and after the session). The presentation and engagement platform and process will demonstrate one method to use technology to promote and support lifelong learning in the Health Professions.



Workshop 4 – ASPIRE Academy: Excellence in Student Engagement – Roles of Educational Technology and Other Key Ingredients
Danai Wangsaturaka, Thailand

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Students are not just customers, but partners in education as their engagement is one of the factors significantly contributing to educational development. In this workshop, the ASPIRE criteria will be used as a framework to define excellence in student engagement. We will then discuss: what the key ingredients in student engagement; how educational technology should be utilised to promote student engagement; plan, challenges and potential solutions in strengthening student engagement at participants’ institutions.

12:00pm – 1:00pm Lunch
1:00pm – 2:00pm Registration (Workshop 5 – Workshop 8)
2:00pm – 5:00pm

Workshop 5 – Learning Through the Virtual Reality Continuum (Mixed Reality) in Healthcare Education 
Arkendu Sen & Lakshmi Selvaratnam, Malaysia

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With the advent of the Industrial Revolution 4.0, rapid advances in technology have stimulated the development of innovative pedagogic approaches to enhance experiential learning in healthcare education. Increasingly, mixed reality educational technologies such as 3D-digital modelling (3DDM), Augmented Reality (AR) and Virtual Reality (VR) are being utilised to boost immersive experiences through simulating both biological and clinical realism. Such technologies provide a controlled and safe environment for the training of healthcare students.

This engaging and interactive workshop conducted by experienced and award-winning educators will give a comprehensive introduction to the fundamentals of mixed reality technologies and explain how 3DDM, AR and VR offer much potential in healthcare education delivery. Case study exemplars will be explored to gain understanding of the benefits and issues arising from the use of such technology tools in current teaching and learning practices. Participants will be given the opportunity to view live demonstrations and engage in hands-on practice with some of these mixed reality technologies. The workshop will also include breakout sessions and presentations where participants will develop and share lesson plans implementing such mixed reality tools in their own specific healthcare disciplines and gain a head start in applying these new media technologies

Workshop 6 – Utilising Web 2.0 Applications
Anisa Ahmad, Muhd Al-Aarifin Ismail & Hanan Abdel, Malaysia 

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In this three-hour workshop, participants will have the hands-on experience to plan and apply Web 2.0 applications such as Kahoot!, Quizizz, Quizlet, etc. as gamification tools for formative assessment in medical and health education. Participants will also learn theoretical concepts of the formative assessment as the basic knowledge to get into the hands-on activities. They will be introduced to the construction of questions and answers using the tools to engage students in small and large group activities. Participants will be exposed to authentic gamification experience as ‘students’ and ‘teachers’ in this workshop. All educators who teach 21st-century students should attend this workshop.

Facilitators will provide coaching workshop and take participants’ life as educators to the next level, live their dreams and suit the 21st-century students. The facilitators will work with each participant individually and enhance the development of the ultimate personalized plan for each person.

Workshop 7 – High Performance Teams in In-situ Simulation
Fatimah Lateef, Singapore

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In-situ simulation is distinct from the medical simulation in a simulation centre (or lab) in that it is physically conducted in the hospital ward/ ICU or emergency room and integrated into the clinical environment. In-situ simulation allows organic teams to review and reinforce their problem solving skills and identify deficiencies in their clinical systems and environment.

It is a relatively new tool for improving patient safety through the identification of latent hazards in high-risk patient environments, with high performance teams. The participants or trainees are usually on-duty doctors, nurses and allied health staff during their actual workday.

The insitu scenario can depict a variety of clinical situation or otherwise: either a commonly seen patient scenario, an uncommon or rarely seen clinical scenario or even complex multi-faceted clinical conditions. The management and coordination will function exactly as in the real day to day practice.

Teams have become an ubiquitous part of today’s world and especially so in the practice of Medicine. Just bringing groups of people together is not good enough for teams to be effective. Team members need to be able to work well together to be effective and successfully achieve their goals. Factors such as team behaviour, leadership and followership, the shared mental framework and even ‘taskwork’ versus ‘teamwork’ synergism are critical.

This workshop will share some of the latest developments in the area of creating high performance insitu teams using simulation practices to gain mastery. There will be participation in simulated scenarios as well as utilisation of templates for assessment of teams and leadership.

Workshop 8 – Simulation with Shoe-String Budget
Indika Karunathilake, Sri Lanka

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Simulation Based Medical Education can be defined as any educational activity that uses simulative aids to replicate a clinical scenario. These can range from role playing and simple task trainers to sophisticated computerized virtual learning environments. High fidelity simulation is costly and in current practice the use of simulation in resource poor settings are limited. This workshop is aimed at introducing and contextualizing the application of SBME in a low resource setting.

The objectives of the workshop are; to introduce different simulation methods and technologies, gain practical knowledge on different aspects on SBME, identify the role of simulation in medical education in low resource setting and the application of SBME in a low resource setting.

This participant driven workshop will comprise of lecture discussions, demonstrations and hands on activities, providing the practical tools and the know-how in simulation methods and technologies. The workshop will encourage participants to build on current knowledge and promoted sharing of experience and best practices.

Workshop 9 – Uber University: Exploring New Learning Paradigms in Open and Flexible Learning
Nurkhamimi Bin Zainuddin, Malaysia

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Since 2016, Malaysia's transport system has been warmed to the presence of Uber service that serves as an intermediary between "Rider" and "Driver", to go to any destination. For riders, Uber is a convenient, inexpensive and safe taxi service. Hire a private driver to pick you up & take you to your destination with the tap of a button on any smartphone device. A nearby driver often arrives to pick you up within minutes. Not only is this an on-demand car service, but you can even watch as your driver is en-route to come pick you up. For drivers, Uber provides exceptional pay, allows you to be your own boss, and even receive tips. Take on fares whenever you wish (work as much or as little as you desire) while meeting new people in your city from all walks of life.

Khamimi often thinks that the concept of Uber is very interesting and indirectly able to be absorbed in the system of higher education in our country. Not only that, just look at the beginning of the year when the Higher Education Minister, YB Dato' Seri Idris Jusoh has chanted and adopted a flexible learning method as an initiative towards redesigning Higher Education. Higher education and the revolution ahead addresses some significant issues in higher education and poses some challenging questions to open and flexible Learning administrators, policy makers, and of course to faculty in general. In this workshop, Khamimi will not specifically address the area of teaching and learning theories, strategies, and methodologies only but on the impact that contemporary changes and challenges on teaching and learning and how Uber University can help to change the open and flexible learning paradigm.

* Registration Desk will be open for the Main Conference from 2 pm onwards on Friday, 13 April 2018
* Posters to be up by 4.30pm on 13 April 2018



Day 2 (Saturday, 14 April 2018)

8:00am – 8:30am Registration
8:30am Participants and Guests to be Seated
8:30am – 8:35am

Welcome by the Organising Chair
Hui Meng Er, Malaysia

8:35am – 8:45am

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

8:45am – 9:15am

Keynote Address

The Future Development of Technology Enhanced Learning in Education: Dream, Decide and Do
Ronald Harden, United Kingdom

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Technology has the potential to address many of the challenges currently facing medical education. We should not use technology to simply do better what we are already doing. We should think creatively and imaginatively how technology can help us to deliver a forward looking curriculum that will effectively and efficiently equip new doctors to meet the increasingly complex health care needs of the community they will serve. Challenges to which technology can make a contribution include the delivery of an authentic curriculum that addresses the competencies required of the doctor, unbundling the curriculum where a school is not responsible for delivering all the elements of the curriculum, and shortening the overall length of medical training – all challenging developments.

Looking ahead there remains an important role for the teacher but this too is changing. Technology has an important part to play in the teacher’s roles as an information provider, as a facilitator, as a curriculum planner, as an assessor, as a role model, as a manager and leader, as a scholar, and as a professional. We can look forward to an exciting future where, as noted by Tom Friedman, “Big breakthroughs happen when what is suddenly possible meets what is desperately necessary”. We need to dream, decide and do.

9:15am – 10:00am

Plenary 1 – Personalised Teacher Learning in the 21st Century: A Singapore Model
Ee-Ling Low , Singapore

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The term personalised learning has been defined in several ways by education scholars. Leadbeater (2008) defines it as ‘putting the learner at the heart of the education system’. The DfES (2004) defines it as ‘the drive to tailor education to individual need, interest and aptitude so as to fulfil every young person’s potential’ (DfES, 2004). In this paper, the focus will be on personalizing the learning of student teachers in the National Institute of Education (NIE) in Singapore. This paper will describe the academic and research programmes that are available for student teachers to help them develop the values, skills and knowledge required to competently meet the demands and challenges of teaching in the 21st century classrooms. This paper will also showcase the multiple pathways that are catered to student teachers of diverse backgrounds. The concept of personalized teacher learning will be highlighted through a case study of the premier Teaching Scholars Programme (TSP) at NIE, which is launched in 2014. Examples of personalized teacher learning practice are exhibited in the TSP programme through its one-to-one academic expert mentoring in faculty’s disciplinary expertise, the Professional Practice and Inquiry (PPI) e-portfolio, the academic and educational research programmes, and the many global exposures provided.


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

Symposium 1 – Past, Present and Future of the Role of Technology Enhanced Learning (TEL) in Enhancing Graduate Competencies
Jai Mohan, Malaysia; Muhamad Saiful Bahri Yusoff, Malaysia; Colin J Lumsden , United Kingdom

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The Logarithmic increase in information every day, demands in corporation of non-conventional strategies, TEL can plays crucial part in such strategies. Our graduates should ready to face this rapidly changing landscape of Healthcare and needs to have competencies like critical thinking, Medical Knowledge, Professionalism, Provide patient-centered care, Work in interdisciplinary teams, Utilize informatics all these competencies will assist them to be lifelong learner.

Technological advances in affordable Information, communication and technology, simulations, Artificial Intelligence, availability of the High Speed Internet, and accessibility of Mobile Smart Devices (SMD) gives great opportunity for education institutions to incorporate TEL strategies. As technological innovations expands, new types of learning pattern are involved, education institutions need to blends Pedagogy with right technology and by answering the key question, “How Technology could enhance learning environments in order to support learning effectively?”

This interactive forum will foster discussion and seek opinions from various involved stakeholders.

Symposium 2 - Simulation Learning in Different Health Professions
Kamalan Jeevaratnam, United Kingdom; Winnie Chee, Malaysia; Debora Matthews, Canada

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With the key aim of improving learners’ competence and confidence the Simulation learning approach is widely used in health professional education. Simulations allow learners to hone their clinical skills without danger of harming the patient during the learning process and help them obtain real-time feedback on their actions.  A variety of clinically related situations help to assess technical-based skills of clinical practitioners and the use of clinical skills and simulation is now seen as routine in health professions education.

The growing complexities of patient-centered care require health professionals to be more effective and it requires collaborative healthcare practice. In an interprofessional team, the professionals from different disciplines, make unique contributions to achieving a better quality of life and improved safety for their patients.

Interprofessional learning through simulation provides learning opportunities to prepare future healthcare professionals for the collaborative approach and enhancing patient safety. Promoting patient safety through a collaborative approach can be achieved by focusing on the core competencies such as problem solving, respect, communication, shared knowledge and skills, patient-centred practice and ability to work collaboratively.

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

2:15pm – 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 - Rethinking Educational Technologies: Nudging Towards a Sustainable Future of Learning and Assessment?
Richard Fuller, United Kingdom

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Innovations in technology continue to shape how we work, study and socialise with new evidence providing exciting insights into the neuroscience and ‘socialisation’ of mobile technology across personal and professional life. Significant investment is made in technology to enhance learning at all levels of education, but at a time of global austerity, is this investment ultimately worthwhile?

This plenary will explore ‘myths and misconceptions’ surrounding technology enhanced learning, focusing on some of the existing evidence to critique our current approaches in Health Professions Education. By situating education technologies as an enabler of authentic practice, this presentation will highlight opportunities to harness the real power of technology. An exploration of the value of data analytics, data visualisation and nudge based interventions will highlight emerging innovations to support learners across all stages of their education. The presentation will call for a more scholarship oriented approach to technology augmented authentic practice, focusing on sustainable learning, assessment and safer healthcare practice


4:45pm – 5:30pm

Global Engagement Buzz Session- Listen, Learn, Share!
Elise Moore, Global Educational Exchange in Medicine and the Health Professions (GEMx)

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In an environment that is forever changing and where global health is on two ends of the spectrum, now is the time for health institutions to be innovative and active.

This session is an interactive ‘workshop’ designed for both faculty and students to learn from one and other about their global engagement insights.
Participants will have an opportunity to listen to others discuss their successes and challenges, share their own ideas and initiatives, and find synergies between participating institutions.
The session is aimed to spark innovation and enthusiasm to improve global health through engagement.

The session will be presented in three interactive parts. First, a quick summary of the various engagement activities institutions are/have been involved with.
Second, discuss unique engagement activities and topics that are consistent across institutions. What are the challenges and triumphs.
Finally, reflect on the initiatives discussed and how further synergies and innovations could occur.


Host: Mrs Elise Moore from ECFMG, GEMx (Global Educational Exchanges in Medicine and the Health Professions). Elise’s twenty-year global engagement experience in education and health will provide additional insight to what other health organisations are doing to engage globally to achieve maximum impact.

Students are especially encouraged to attend.


Education Technology & Analytics

Sajish K Veetil, Excelsoft Technologies

5:30pm - 7:00pm

Welcome Reception


Day 3
(Sunday, 15 April 2018)

8:30am – 9:15am

Plenary 3 – How Has Technology Transformed the Role of Teachers?
Gary Mires, United Kingdom

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For  health  care  and  medical  education,  with  its  growing  demands  on  practitioner’s competencies and decreasing supply of real patients, flexible, scalable and engaging learning opportunities are essential to meet the new demands. Traditional models of classroom-based learning as dominant training model no longer meet the current needs of health care institutions. Students’ characteristics and learning styles have also differed over decades ago. The fast changing knowledge and revolutionized practice in healthcare have set a pace on how it could be achieved. Technology is a powerful tool that can support and transform education in many ways, from making it easier for teachers to create instructional materials to enabling new ways for people to learn and work together. With the worldwide reach of the Internet and the ubiquity of smart devices that can connect to it, a new age of anytime anywhere education is dawning. The role of teachers from traditionally known to be ‘a sage on a stage’ is now seen to shift to ‘a guide on the side’.


9:15am – 10:15am

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

10:15am – 10:45am

Refreshment & Networking

10:45am – 11:45am

Symposium 3 - Technology Enhanced Learning with Limited Resources
Danai Wangsaturaka, Thailand; Indika Karunathilake, Sri Lanka and Goh Poh Sun, Singapore

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Technology enhanced learning (TEL) in healthcare education can be considered as one of the vehicles to achieve better healthcare education with improved outcomes for individuals and communities at large. TEL utilization and adaptation may vary considerably among various countries and institutes depending on the available resources for developing and implementing TEL. TEL encompass great variety of tools from digital libraries to more complex learning platforms, multimedia software, learning management systems, virtual simulations, mobile applications and other e-resources. The key to useful and successful TEL implementation is the proper selection of the TEL tools that can help address the educational needs.  This symposium will shed the light on TEL in resource constrained settings, and will address educational models for sustainable TEL solutions.


11:45am – 12:45pm Poster Viewing 2
Free Paper Session 3
Global University Medical Challenge (GUMC) Round 3
12:45pm – 2:00pm

Lunch & Networking / Visit Exhibition Booths

2:00pm – 3:00pm

Faculty Vs Student Debate - Simulation Can Replace Clinical Experience
Global University Medical Challenge Final Round

3:00pm – 3:45pm

Plenary 4 - Enablers for Adaptive Healthcare Delivery: Through the Lens of Health Professions Education
Brian Kelly, Australia

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As health services adapt to meet emerging health care needs across global communities, new methods and models of health care provision are required. The tasks for educators in response to this challenge include: building skills among health professionals to work with communities and health systems to meet these needs, as well as educating future clinicians to work effectively with new methods of health care delivery, including the role of technology in providing patient care. This paper will examine the role, potential benefits and some challenges encountered in preparing future health professionals for these tasks.

3:45pm – 4:15pm

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

4:15pm – 4:45pm