Conference Programme

Pre-Conference Workshops

Day 1Friday, 14 Oct 2022

08:45AM - 09:00AM

Entry to Pre-Conference Workshop 1 – 4 (Online)

09:00AM - 12:00PM

Pre-Conference Workshop 1 (Online)
Title: Optimising Reflective Practice in Medical / Healthcare Students, and Trainees: Embedding the Contextualised Reflective Competence (CRC) Framework into Your Curriculum and Assessment
Facilitators: Stuart Lane, Christopher Roberts and Priya Khanna (Australia)

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Synopsis

Background
We have developed an innovative clinical teaching tool: the contextualised reflective competence framework (CRC). Applying CRC in the context of student / trainee lapses in competence or professionalism can first, assist clinicians and students / trainees to engage in and maintain effective practice. Second assist clinical educators in developing and promoting effective practice amongst learners. The framework is premised on guided reflection of students / trainees leading to an appropriate and meaningful rationalisation around professionalism lapses and subsequent learning development planning.
Reflective practice is a core component of life-long learning. Collective reflexivity is a requirement of professional organisations of healthcare governance, service provision and learning. It is imperative that the promotion of effective reflective practice occurs across the medical and healthcare professional education continuum. However, unsupported, effective reflection is prone to misguided rationalisation by learners of the precipitating events.
Rationalisation amongst healthcare practitioners has been established both in the published and grey literature of investigations into adverse incidents and poor patient outcomes. Rationalisation of lapses in competence or professionalism may be a mechanism for justifying behaviours or feelings in a seemingly rational or logical manner, to avoid the real underlying explanation, a form of cognitive bias. Professional development planning in this context can be facilitated by applying the CRC framework.

Objectives
This workshop will benefit healthcare educators, curriculum designers, and administrators, wanting to improve effective reflective practice in their students, and integrate the contextualised CRC into their curriculum including assessments. This workshop challenges and advances the well-established paradigm of the conscious competency matrix as the basis for experiential learning and reflective practice.

Outcomes
At the end of the workshop participants will be able to develop a greater recognition and understanding of rationalisation and cognitive bias within their learners, and its manifestation in themselves and in fellow participants. They will leave the workshop with a plan of how they can consider integrating CRC into the reflective practice of their students, aligning it with corresponding assessments to embed it into their future clinical practice.

Pre-Conference Workshop 2 (Online)
Title: Deconstructing the Journey of Successful Mentoring Relationships: A Workshop for Mentors to Develop Effective Mentoring Relationships Targeting Mentees’ Professional Growth
Facilitators: Subha Ramani and Elizabeth Krajic Kachur (United States) Ardi Findyartini (Indonesia) Jo Bishop (Australia) and Vishna Devi Nadarajah (Malaysia)

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Synopsis

Background

Many successful professionals can point to inspiring mentors who guided and influenced them along various stages of their career. Whereas traditional mentoring models emphasise dyadic long-term relationships between junior mentees and senior mentors, newer models are more flexible and include single focussed interactions, short-term relationships, peer and group mentoring, and mentor networks that offer varying perspectives on a single challenge or goal. Regardless of format, mentoring relationships should provide a safe and supportive environment for mentees to reflect on their strengths and limitations and formulate professional development plans, facilitated by mentors. However, mentors rarely receive training on the mentoring process, they are often ill equipped to face challenges when taking on major mentoring responsibilities.
Using brief didactics, brainstorming, facilitated large group discussions, personal reflections, small group exercises and rotating stations, this interactive workshop will discuss core mentoring skills and theoretical underpinnings, designing mentoring programs, mentoring challenges, etiquette and ethics of mentoring relationships. The opportunities to interact will take advantage of the experiences of senior faculty in the group and the diverse perspectives of an international audience.

Outcomes

From participating in this workshop, participants will be able to:

Reflect on various aspects of mentoring using the framework of personal, interpersonal and institutional perspectives.
Identify their own personal motivations to serve as a mentor.
Acquire new understanding and skills in relation to mentoring and relationship building.
Apply guiding principles and a systematic approach to development of institutional or professional mentoring programmes.

Pre-Conference Workshop 3 (Online)
Title: Building Equity, Inclusivity and Diversity (EID) into the Medical Sciences Curriculum
Facilitators: Zhi Xiong Chen (Singapore) Neil Osheroff and Kimberly Brown Dahlman (United States)

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Synopsis

Background

What do we understand by equity, inclusivity and diversity (EID)? Is it the same everywhere? What is considered ‘universally important’ by an institution or country may not be in another. How do local culture, values and socio-economic-geopolitical landscape influence EID in healthcare? How much are our students aware of these issues as future practitioners? How well is EID covered and delivered in our medical curricula and when is the right time to learn it? As the COVID-19 pandemic has shown us, one of the greatest challenges preventing or delaying our exit from the pandemic is equity in vaccine access. Hence, it is important for our students to learn about EID from Day 1 in medical school. Yet, how can this be achieved in an ever-crowded timetable, jostling for space with other important interdisciplinary topics, and appearing seemingly irrelevant to the medical sciences? This workshop seeks to open a conversation that will explore the answers to these questions and more. The workshop will begin by addressing EID concerns that are relevant and important to your institution and country of practice, followed by worked examples of how EID can be incorporated purposefully into the early years of medical school vis-à-vis the learning of medical sciences, and end off with a frank discussion on current or potential obstacles ahead, and how we can hopefully overcome them together. We believe the workshop will interest and be of relevance to medical science educators, academic leaders, practicing clinicians, EID experts, patient advocacy groups, and student representatives.

Objectives

We believe this workshop focusing on EID education in medical sciences curricula is the first of its kind in the region, if not the world. It will be interesting to discuss similarities, differences and exchange learning on the incorporation of EID topics into health professions education between Malaysia, Singapore, United States, ASEAN and beyond. The workshop is brought to you by the Asia-Pacific Biomedical Science Educators Association (APBSEA) and the International Association of Medical Science Educators (IAMSE).

Outcomes

At the end of the workshop participants will be able to:

Participants should be able to define the EID criteria in their local healthcare contexts.
Participants should be able to identify or design the learning opportunities for EID in their medical sciences curricula.
Participants should be able to recognize the barriers of EID teaching-and-learning in their medical sciences curricula.

Pre-Conference Workshop 4 (Online)
Title: Exploring Equity, Inclusivity, and Diversity (EID) Through Paintings and Image Theatre
Facilitators: Ravi Ramaswamy (India) and Pathiyil Ravi Shankar (Malaysia)

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Synopsis

Background

Issues of equity, inclusivity, and diversity (EID) are important in the health profession. Health professions students must be knowledgeable regarding EID issues and should be able to provide high-quality health care to diverse populations. Health humanities use methods from the arts like literature, art, drama to explore issues in health professions education. The facilitators believe methods from the humanities are uniquely suited to explore EID issues. Through participation in activities during the session, sharing of ideas, and inputs from the facilitators, a personal perspective on the topic will be obtained. Educators participating in the workshop will become familiar with methods that can be used to introduce and explore these issues among health science students.

Objectives

The facilitators bring their unique perspectives to the health humanities and have been facilitating sessions for over 15 years. The workshop will use active learning strategies and will enable participants to gain a perspective about these important issues. Visual thinking strategies and telling stories through images as learning methods will be introduced. A personal perspective on EID issues will be obtained. The session will be interactive, enjoyable, and interesting. We are sure participants will enjoy the experience of using their bodies to tell stories.

Outcomes

At the end of the workshop participants will be able to:

Provide a brief overview of the health humanities and its role in the education of health professions students
Obtain a perspective on equity, inclusivity, and diversity (EID) in health professions education in the region during the twenty-first century
Use methods from the humanities to introduce EID issues to health professions students

12:00PM - 01:45PM

Lunch Break
01:45PM - 02:00PM

Entry to Pre-Conference Workshop 5 –8 (Online)

02:00PM - 05:00PM

Pre-Conference Workshop 5 (Online)
Title: Translation of Inter-Professional Education into Collaborative Multicultural Clinical Practice
Facilitators: Eman Al Maslamani, Magda Ahmed Wagdy Youssef, Hatim Abdelrhman, Manasik Hassan and Ahmed Alhammadi (Qatar)

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Synopsis

Background

Inter-professional collaboration approach, involving inter-professional teams of health care providers offering comprehensive and coordinated health care services, is essential to the clinical learning environments of the future. Effective inter-professional collaboration associated with better patient care, less medical errors, increase teamwork & job satisfaction. Insufficient teaching skills, knowledge of (IPEC) concept, Lack of organization support and institutional culture, Lack of alignment between education and practice and others contributes to many challenges in implementation of IPEC. Our workshop will address the link of IPEC in education and multicututural clinincal practice

Objectives

Our workshops will emphasize the importance of Inter-professional education and collaboration with various healthcare providers and will equipped the participants with some strategies and practical tool to implement IPEC concept in a different clinical setting to enhance the quality and safety of patient care, finally will summaries some indicators to measure the success of IPEC

Outcomes

At the end of the workshop participants will be able to:

Highlight the benefit of IPEC and key concepts of high functioning Inter-professional team
Implement some strategy and practical tools to apply IPEC in the clinical learning environment
Identify indicators of effective IPEC in the clinical

Pre-Conference Workshop 6 (Online)
Title: Strategies to Prepare a Successful Journal Submission and to Promote Your Publications Using Social Media
Facilitators: Peter De Jong and Julie K Hewett (United States)

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Synopsis

Background

Scholarly work is of great importance in health professions education for program evaluation, accreditation, and promotion and tenure. Scholarship results in products that are subject to feedback from peers and are being shared with others around the world. In preparing scholarly work for journal publication, selecting a successful strategy is important. Beyond good academic writing, attention needs to be paid to intended audience, appropriate article type, educational rigor, journal selection and common practices in different parts of the world. Knowledge of typical procedures in Editorial Boards and Editorial offices might also help to optimally prepare the manuscript and significantly increase the chances for acceptance of the manuscript.
After actual publication of the work in a journal, the article can proactively be promoted by the authors themselves. Instead of relying on passive dissemination of the article through library systems and literature searches, authors can share their findings through messages on platforms like Facebook, Instagram, LinkedIn, and ResearchGate. Social media offer a wealth of opportunities to actively increase the visibility of the article, indirectly leading to more academic usage of and more citations to the work.
The workshop will give the attendees concrete strategies to improve the quality of their submission and more insight in the editorial processes of a journal, in order to increase the chances of acceptance of their work. Suggestions to handle reviewer bias and to avoid rejection caused by regional and cultural differences will be provided. During the session the participants will get a small group assignment in order to help clarify the several steps in submitting a manuscript. Secondly, the participants will learn how to formulate effective social media expressions for a specific sample article. Based on the brainstorm exercises and actual experiences from the audience, the presenters will provide tips and recommendations.

Objectives

This workshop is delivered by two facilitators with many years of experience in publishing and social media use. It addresses strategies that are useful before submitting a manuscript as well as after actual publication of your scholarly work.

Outcomes

At the end of the workshop the participants will have a better understanding of scientific publishing and the way in how a manuscript should be submitted. Participants will have learned how to actively promote their own article(s) and themselves as a researcher/author.

Pre-Conference Workshop 7 (Online)
Title: Peer Observation of Teaching: Ensuring Equity, Inclusivity and Diversity in Classroom and Teaching Observation Practices
Facilitators: Er Hui Meng, Wong Pei Se, Lau Wee Ming and Nevein Philip Botross (Malaysia)

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Synopsis

Background

Along with the rapid change in the educational environment in health professions education, there is a need for faculty not only to continue developing good practices in face-to-face teaching but also to build pedagogical and technological skills for online teaching. Teaching observation is a process of colleagues observing others in their teaching shown to be an effective platform for faculty to exchange views on teaching techniques, disseminate good teaching practices, and promote faculty development and improvement. While teaching observation has obvious benefits to institutions, and faculty, some institutions struggle fails to implement and sustain teaching observation programmes. For some faculty, the word ‘observation” makes them cringe because of their terrible experiences with being “observed”.
On the other hand, the cultivation of diversity, inclusion, and equity starts in the classroom. How a faculty teaches a class is important and influences how well students absorb these concepts. How faculty support equity in the classroom, regardless of race or cultural background. Can faculty, or how do faculty translate equitable classroom practices to observable teacher behaviours.
We present a workshop, with the aim of setting a platform to discuss the sustainability and effectiveness of peer observation of teaching programmes and the practical aspects of the implementation including the development of peer observation tools. In this workshop, we also aim to promote reflection and discussion on the translation of equitable classroom practices in the development of peer observation tools.

Objectives

Introduce peer observation of teaching models.
Propose practical approaches for implementation of peer observation of teaching programme.
Discuss approaches to promoting equity in the classroom and teaching observation.

Outcomes

At the end of the workshop participants will be able to:

Useful for faculty, education administrators, academic programme coordinators.
Engagement and promotion of exchanges of multidisciplinary/ multicultural participants in the discussion of implementation of peer observation of teaching.
Creation of peer observation tools that reflect equitable classroom practices

Pre-Conference Workshop 8 (Online)
Title: Designing Assessments for Inclusivity
Facilitators: Vishna Devi Nadarajah (Malaysia) Viktoria Goddard and Gabrielle Finn (United Kingdom)

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Synopsis

Background

EID initiatives for Health Professions Education have continued to evolve from ensuring students accessibility into higher education to designing curricula that reflects the diversity of the both the healthcare and student community. While these initiatives have resulted in significant impact, findings are showing that EID initiatives need to be interlinked and part of the continuum of education, including assessments. This workshop will highlight the why and how for incorporating inclusivity in assessment planning and implementation. Activities will also include hands on opportunities to for participants to evaluate assessment programmes and provide feedback from an inclusivity perspective. The context of the workshop will be enriched by participants who are from various health professions programmes with diverse socio-cultural backgrounds.

Outcomes

At the end of the session participants will be able to:

Describe the impact and relevance of EID concepts in HPE
Identify contextual strengths and gaps in relation to inclusive delivery of assessments
Critically appraise a HPE assessment programmes with consideration of inclusivity

04:00PM - 05:30PM

APME-Net /Niigata Meeting in Conjunction with IMEC 2022

Main Conference

Day 2Saturday, 15 Oct 2022

08:00AM - 08:15AM

Registration
08:15AM - 08:25AM

Opening Ceremony
08:25AM - 08:30AM

Welcome by the Organising Chair
Norul Hidayah Mamat
08:35AM - 08:45AM

Opening Address by the Vice Chancellor of IMU
Abdul Aziz Baba
08:45AM - 09:30AM

Keynote Address
Title: Reflections in the Mirror: Why Organisations Need To Practise EID
Speaker: Datin Paduka Marina binti Mahathir (Malaysia)

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Synopsis
My journey as a non-health professional advocate for HIV/AIDS patients has been a humbling one. This experience helped me recognise the importance of EID in healthcare and education. Inclusive leadership can hold together today's disrupted workforce, just as we saw during the pandemic. An Inclusive culture can be a potent catalyst for resilience, encouraging creativity and adaptability. This organisational environment helps form well-balanced teams better at solving complex problems, managing risk, and spotting new opportunities. My experience has shown me that inclusive leaders who seek out and value individual perspectives develop a sense of organisational belonging and are able to align the organisational purpose to fundamental changes taking place in societies and organisations.
The relevance of EID initiatives is increasingly apparent as we see how fragmented and polarised our own communities have become. Both healthcare and education are key sectors that develop strategies related to healthcare equity and are directly involved in human resource development. This means it is even more crucial that both healthcare and educational educations prioritise and embed the EID agenda to meet the needs of their stakeholders. Leadership and buy-in for both organisations are crucial as EID initiatives need time and resources for fruition. The keynote address will bring forward the importance of EID in healthcare and educational organisations based on my experiences and success in healthcare advocacy.
09:30AM - 10:15AM

Plenary 1
Title: EID for Health Professionals and Education
Speaker: Marc A. Nivet (United States) and Vishna Devi Nadarajah (Malaysia)

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Equity, Inclusion, and Diversity: From Fairness to Excellence
In this session, Marc A. Nivet, Ed.D., EVP of Institutional Advancement at UT Southwestern Medical Center, will use his Diversity 3.0 framework to illustrate the evolution of equity and diversity efforts as they relate to health education, moving beyond cultural competence to a system where diversity and inclusion are integrated into the core workings of the institution and framed as integral for achieving excellence. He will also provide insights and strategies on ways to use EID to drive institutional change.

Meanwhile, Vishna Devi Nadarajah will be talking about EID initiative in Health Profession Education.The drive behind EID initiatives has always focused on healthcare outcomes with initiatives contextualized to socio-cultural settings. With health professions education (HPE) , EID initiatives usually include students admissions, curriculum design and delivery with a focus on graduate outcomes. Increasing attention is being given to assessment, diversity of faculty, student well-being and the transition from the university environment into workplace. Nevertheless the awareness, buy in and action plans for EID related issues in HPE is often by mired personal , professional and societal mindsets , resisting change and preferring status quo. This plenary will address issues related to EID in HPE , and discuss the use of Call IN strategies , rather than call OUT, for sustainable changes.
10:15AM - 10:25AM

Photography Session
10:25AM - 10:40AM

Break, Networking and Visit Sponsor Page / Exhibition Booths

10:40AM - 11:40AM

Symposium 1a
Title: Enhancing Equity, Inclusivity, and Diversity by Instilling Values in Medical Students and Educators across the Medical Education Curriculum
Speaker: Neil Osheroff and Kimberly Brown Dahlman (United States) Zhi Xiong Chen (Singapore)

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Enhancing Equity, Inclusivity, and Diversity by Instilling Values in Medical Students and Educators across the Medical Education Curriculum

Medical education must support equity, inclusivity, and diversity (EID) as core elements to produce high-quality and culturally competent caregivers who are leaders in their fields. Emphasizing EID in student instruction takes a concerted effort at the program, course, and session levels across the medical curriculum and requires input from students and educators. What are these core elements and how do we instill these important values in medical students and educators? This symposium will address these critical issues in health professions education. It will include three presentations that will provide an international perspective and emphasize core elements of EID that should be included in medical education. It also will describe novel approaches and best practices for student instruction and educator development in the pre-clerkship and post-clerkship medical education curriculum. This symposium was co-organized by the International Association of Medical Science Educators (IAMSE) and the Asia-Pacific Biomedical Science Educators Association (APBSEA) to align international groups of learners and educators to better achieve health equity, inclusivity, and diversity across their educational and healthcare settings. The session will conclude with a question-and-answer session that will be moderated by Dr. Peter de Jong (President-Elect of IAMSE).

Symposium 1b
Title: Technology and EID in Education
Speaker: Freddy Loo, Patrice Francois Boursier, and Farida Hussan (Malaysia)

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Technology and EID in Education

In education, it is important to recognise that learners are from diverse backgrounds including age, race, ethnicity, nationality, gender, sexual orientation, socioeconomic status, religion and ability. As the purpose of education is to allow all learners to realise their true potential, there is a need to ensure equity through fair practices and policies that allow all students to have an opportunity to succeed. An inclusive education system provides safe space with the right resources and opportunities for all students including those who are from marginalised communities to learn. Diversity, Equity, and Inclusion Technology (DEI tech) which is defined as software that helps improve diversity within organisations by allowing the discoverability, enrichment, and actionability of the demographic data plays a role in facilitating EID in education. The aims are to address the unconscious bias, prevent talent bias at the point of decision and gain actionable insights from the analytics and metrics. These concepts will be explained in the session and illustrated with an example from a learning analytics pilot project, from the perspectives of technologists, academics and students.

11:45AM - 12:45PM

Symposium 2a
Title: Being Positive on Disability and Mental Health in Medical Education
Speaker: Gillian Pinner (United Kingdom) Lee Shuh Shing (Singapore) and Nurhanis Syazni Roslan (Malaysia)

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Being Positive on Disability and Mental Health in Medical Education

In this symposium, the panels will share the context of mental illness and disability in medical education and healthcare. They will propose strategies in supporting learners and practitioners with mental health issues and disabilities from the local, regional and international perspectives.

Symposium 2b
Title: Strengthening Early Career Health Profession Educators for EID
Speaker: Mohd Rahman Omar, Vinod Pallath and Muhamad Saiful Bahri Yusoff (Malaysia)

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Strengthening Early Career Health Profession Educators for EID

This symposium will discuss strengthening equity, inclusivity and diversity strategies for early career Health Profession Educators. The presentation's focus will be on creating equal opportunity for early-career Health Profession Educators to succeed, equal access to opportunity, and recognising individual differences to success.

12:45PM - 02:15PM

Lunch Break, Networking, Visit Sponsor Pages / Exhibition Booths, Lunch Talk by Gold and Silver Sponsors
12:45PM - 01:05PM: Lecturio (Gold Sponsor)
01:05PM - 01:25PM: Lenovo Malaysia (Silver Sponsor)
01:25PM - 01:45PM: AMBOSS (Silver Sponsor)
01:45PM - 02:05PM: Dell (Silver Sponsor)

12:50PM - 01:50PM

Oral Presentation Session 1

E-Poster Presentation Session 1

02:15PM - 03:15PM

Panel Discussion 1
Title: Bridging the Generation Gap in Health Professions Education
Speaker: Alison Callwood (United Kingdom), Gabrielle Finn (United Kingdom) and Ardi Findyartini (Indonesia)

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Bridging the Generation Gap in Health Professions Education

In this panel discussion, we hope to create awareness and discussion on concepts of diversity, equity, inclusion, and bias by bridging the generation gap between learners and educators in health professions education. Professionalism touches on every aspect of health professions’ training and practice. Yet, challenges exist to contextualize the concept in education. The panels will share the viewpoints of different cultures on professional behaviours, attitudes, or values as well as challenges in health care practice, health professions education and student selection.

Symposium 3
Title: EID in Simulation-Based Education
Speaker: Madawa Nilupathi Chandratilake (Sri Lanka) Matthew Charnetski (United States) and Sayaka Oikawa (Japan)

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EID in Simulation-Based Education

This symposium will discuss equity, inclusivity and diversity in simulation-based education. The panels will present an overview of how simulation promote EID in health professions education, taking cultural aspects into considerations when designing a simulation-based education and faculty development.

03:20PM - 04:20PM

E-Poster Presentation Session 2

Oral Presentation Session 2
04:30PM - 05:15PM

Plenary 2
Title: More than Skin Deep: Inclusion and Faculty Development
Speaker: Subha Ramani (United States)

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More than skin deep: Diversity and Inclusivity in Faculty Development
Health professions education benefits greatly from communities of practice who share interests, passion and goals, however, a herd mentality does not pose the greatest value to these communities. In fact, like-mindedness could hurt real progress on tasks and progress of global communities- virtual or in-person. I believe inclusivity is critical to growth and development. In this context, I define inclusivity as bringing together individuals at multiple career stages from multiple professions and disciplines, with varied skillsets, approaches to a task or problem, opinions, cultural backgrounds and ideas to the table whether it is curriculum or program design, research and scholarship or leadership. As globalisation in health professions education flourishes, it is essential that faculty development initiatives move away from how-to recipes for skill development to how-to set the stage to raise curiosity, enhance psychological safety and a growth mindset. Inclusivity is more than skin deep, i.e., it is not about including one person who looks different within a group. In this session, the focus will be on inclusivity as defined above and I would argue that this form of inclusivity could also enhance diversity and equity.
Student engagement has always been important in learning, but just exactly what this means continues to evolve. Not long ago, student engagement was interpreted as a measure of how well learners embraced the curriculum and learning opportunities offered by their educational institution. The more learners embraced and mastered the planned curriculum, the more likely they were to achieve the intended learning outcomes and become the graduates that regulators want to join the health workforce of the present. In retrospect, this approach is not so much 'teacher-centric' as 'establishment-centric' and more aligned with past than future needs. We now live and work in a world where learners increasingly want to be co-creators of their futures, including having a say in who should enter the professions, what they should learn, how they should be assessed and how they will fit into the workforce with more balanced personal and professional lives. Many want health care to contribute to sustainable resource use and address the health impact of climate change; these are challenging issues that are not easily solved and also perhaps of less immediate relevance to current senior members of the profession, regulators and governments.
But - and this is a big but - just how does the learners' voice represent all potential participants? There are many potential biases, conscious and unconscious, personal and institutional - in all phases of health professional education, from selection, through curriculum content, delivery and assessment to accreditation. Internationally, learners are a very diverse group, but locally may be less so. How can both learner and faculty recruitment ensure equity, inclusion and diversity? How do program managers know that the voices they hear are representative of both local and global diversity? In this session we may not find easy answers, but may achieve greater clarity and deeper understanding of the important questions and how to address them.
05:15PM - 05:30PM

Tea and Networking

Day 3Sunday, 16 Oct 2022

08:00AM - 08:10AM

Registration

08:10AM - 09:10AM

Symposium 4a
Title: Students-as-Partners (SaP) in Medical Education – Is It a Myth in the Asian Context?
Speakers: Rehan Ahmed Khan (Pakistan), Nilesh Kumar Mitra (Malaysia) and Sisyena Anusha Gunaravi (United Kingdom)

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Students-as-Partners (SaP) in Medical Education – Is It a Myth in the Asian Context?

Co-creation of education products (i.e., courses, curricula, assessments) aims to improve the quality of education by involving students as partners in the design process. Compared to the conventional curriculum where learners are not involved in the design processes, a student-driven curriculum that is co-created with student-teacher partnership can improve learners’ performance, agency, satisfaction and overall educational outcomes. Despite repeated calls to involve learners in curriculum planning and reforms, learners’ participation remains meagre in the Asian medical education context. The existing literature highlights multiple barriers that could jeopardize student involvement in education as partners, including teachers’ insecurities, lack of motivation, underestimating student contribution, power shifts and lack of organizational support. These individual and organizational barriers can pose serious threats to the much-needed change in education – that is – co-creation of education products by involving students as partners. More importantly, this discussion begs a question: is co-creation a myth in an Asian context?
We will start with an introduction to student engagement and provide insights into various existing models of student involvement in the curriculum.
This symposium aims to build on the discussion and explore the potential for medical education transformation by involving the end-users (students) in the design of educational products right from the very beginning. We will identify challenges and solutions based on participants’ experiences and literature-informed best practices. We will look at successful co-creation initiatives that have been taken in various aspects of medical education and will demonstrate examples to rationalize the value of co-creation.

Symposium 4b
Title: A University of Wollongong Case Study on How Restructuring the Research and Critical Analysis Curriculum Can Be Used to Build Research Capacity of Medical Students
Speakers: Kylie Mansfield, Christine Metusela and Judy Mullan (Australia)

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A University of Wollongong Case Study on How Restructuring the Research and Critical Analysis Curriculum Can Be Used to Build Research Capacity of Medical Students

Research capacity building has long been recognised as an important aspect of medical student education however, engaging medical students in developing research and critical appraisal skills is universally regarded as a challenge. The Research and Critical Analysis (RCA) program within the University of Wollongong (UOW) Medical program represents a departure from more conventional attempts to develop medical student research capacity. This symposium will explore the way in which we have integrated RCA principles across the 4 years of the UOW MD.
The first presentation will highlight the way RCA learning outcomes were used to guide the development of the integrated RCA program and will use Miller’s pyramid as a visual means of demonstrating the student progressive development of research capabilities, from novice through to research competence.
The second presentation will describe our use of journal club during the first Phase of the program to develop and apply research capabilities. As well this presentation will describe recent modifications, initiated in response to the COVID pandemic, which have re-invigorated the students interaction with the journal club process.
The final presentation will describe how an authentic research experience during the longitudinal integrated clinical placements allows students to undertake research that is relevant to their local community and helps students see research as an authentic experience relating to their clinical placement. The aim of this presentation is to highlight the diverse range of research topics investigated by the medical students especially in the context of community-based health research.
Overall, this symposium will demonstrate how the spiral nature of the UOW RCA program provides medical students with an authentic research experience developing a culture of research awareness in new graduates, which can positively influence the development of a professional identity as a clinician researcher.

09:15AM - 10:30AM

IMU-Ron Harden Innovation in Medical Education (IMU – RHIME) Presentations
10:30AM - 10:45AM

Break, Networking and Visit Sponsor Pages / Exhibition Booths
10:45AM - 11:45AM

Panel Discussion 2
Title: EID in Different Healthcare Professions
Speakers: Benjamin Davis (Canada) Joanne Harris and Neal Cook (United Kingdom)

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EID in Different Healthcare Professions
In this panel discussion, the panels will share their experience on creating culturally competent healthcare practitioners in different areas of healthcare settings. They will present the challenges faced and how these challenges could be overcome to promote the vision on EID in their respective field.
11:50AM - 12:35PM

Closing Address
Title: Equality, Diversity and Inclusion: No Student Left Behind
Speakers: Ronald Harden (United Kingdom)
12:35PM - 01:00PM

Presentation of Awards for Oral, E-Poster & IMU-Ron Harden Innovation in Medical Education (IMU-RHIME) & Closing Ceremony
01:00PM - 01:40PM

Lunch Break and Networking

Post-Conference Workshop

Day 3Sunday, 16 Oct 2022

01:45PM - 02:00PM

Entry to Post-Conference Workshop 1 – 4 (Online)

02:00PM - 05:00PM

Post-Conference Workshop 1 (Online)
Title: Developing Community Learning Partnerships
Facilitators: Khoo Suan Phaik and Snigdha Misra (Malaysia)

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Synopsis

Background

Community Learning Partnerships (CLP) are relationships that educational institutions form with external organizations to provide programs or services that supplement students’ learning experience. Generally, such partnerships are observed beyond the curriculum. They may take the form of volunteerism or charity. However, CLP go beyond volunteerism and charity. It exposes the students to real life situations and offers them a room for innovative methods of problem solving, developing ethical partnerships and navigating disagreements or challenges in the community invoking their values of diversity, equity and inclusivity (DEI) – defending without compromising them. The highest levels of social responsibility strategy are increasingly integrating these imperatives in their messaging. In the same manner, well-rounded CLP should also incorporate these in their designs and efforts which include stakeholder engagement, change management, community relations, outcome/impact measurement and reporting and in telling their stories.
Community Learning Partnerships which mindfully consider/integrate DEI issues into their partnership model further enrich their students’ professional and social engagements. By expanding the institution’s presence into the community, CLP provide added value for the students as learners as they acquire greater access to the society at large, outside of the classroom. Effective partnerships achieve that goal by creating programs that expand a school’s presence in the community, giving students greater access to resources outside of the classroom, which they may not be exposed to otherwise. In doing so, CLP unlocks the strengths of diverse ecosystems building understanding, slaying stereotypes and leveraging the value of diversity, equity and inclusivity across diverse and multigenerational ecosystems, which can be sometimes challenging but essential.
This workshop is targeted at educationists of schools to institutions of higher learning; leaders looking to move from intention to impact as well as decision- and policymakers aiming to create a more inclusive society working within and across organizations. This participatory workshop is designed to offer the participants an experiential journey of awareness, intellectual and emotional discovery aimed at developing insights into issues of diversity, equity and inclusivity when creating/developing CLP for their respective organizations.

Objectives

A direct hands-on experience for participants to identify opportunities for community learning partnerships within their respective programmes which might otherwise be conducted outside the curriculum.
Hand-on experience for participants to learn how to create community learning partnerships incorporating diversity, equity and inclusivity issues as an agenda of institutions of higher learning.

Outcomes

At the end of the workshop entitled participants will be able to: -

Earn the principles of CLP and how to integrate the values for diversity, equity and inclusion (DEI) with community-engaged learning into the participants’ own setting / institution and understand the unique opportunities that CLP can offer in the holistic development of students at various levels e.g. during acquisition of knowledge & skills, during simulation phase and at the time of actual implementation. Participants will appreciate how integrating the DEI values will promote ethical community partnerships and organizational resilience as well as developing leadership in the field.
Develop a strategy for integrating CLP within an existing or new programme/module for students' learning to incorporate DEI issues through more effective engagement, and co-learning processes with allies and partners.
Design, implement and evaluate the outcomes of community-engaged teaching/learning activities (based on core competencies) through CLP that thoughtfully address inequities and issues related to diversity and inclusivity aimed at nurturing a healthier and more just society.

Post-Conference Workshop 2 (Online)
Title: Training Faculty on Formation of Personal and Professional Identity to Promote Equity, Inclusivity, and Diversity in Workplace
Facilitators: Himanshu Pandya, Sarmishtha Ghosh and Anusha Prabhakaran (India)

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Synopsis

Background

Understanding one’s own identity is crucial in diversity, equity and inclusivity (DEI) in one’s workplace. It starts with how one’s identity reaches beyond the individual self. Identity is not only what one feels one is but it is who he is within different groups and also who he is within the dominant culture. Belonging to the majority group, most people tend not to acknowledge their identity, and this often interferes with the diversity culture of the organization. It is also observed that when one cannot see one’s “identity” among many others, they tend to consider their preferences, behaviors and expectations to be the only and correct norm, thus stigmatizing the work culture. This also generates the issue of “bias” which eventually disrupts work culture.
In health professions, where many professionals from various racial, and cultural groups are involved, professional identity formation and development with eventual transformation since the beginning may offer accountability so that our personal beliefs do not oppress others in the team.
Professional Identity Formation is an important area which is also identified to be important in creating an individual’s attitude towards others in the same profession, despite having diversity.
Hence this workshop is planned to expose the participants to the concept of personal and professional identity formation and work out strategies to support DEI, thereby promoting DEI in the workplace and subsequently in the society.
The workshop is intended for educators, consultants and post graduate students from various health professions.

Outcomes

At the end of the workshop, participants will be able to:

Define identity, professional identity, and professional identity formation
Reflect on personal and professional identities – and their formation
Describe the process of socialization and professional identity formation
Identify the key enablers and disablers that influence socialization processes; and associate them with diversity, equity and inclusivity
Design strategies to support professional identity formation and promote DEI in their workplace and elsewhere.

Post-Conference Workshop 3 (Online)
Title: No Trainee Left Behind: Supporting Struggling Trainees
Facilitators: Sohair Elsiddig, Samar Magboul and Amal Khidir (Qatar)

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Synopsis

Background

Teaching in clinical settings is challenging especially if there are incoming trainees of different medical education backgrounds and cultures. Trainees may struggle with different aspects, like knowledge, clinical skills, attitude, or behaviour. Clinical supervisors need to recognize struggling trainees and identify the underlining challenges that negatively impact their performance or behaviour. Supervisors are also faced with the need to coach the trainee, give constructive feedback, and develop a tailored remediation plan. The institutions should have a well-designed transparent system and well-designed standards. These should be communicated with the trainees and supervisors. The due process should be designed to recognize, support, and remediate the trainees. Moreover, it is known that COVID affected the healthcare providers and systems which added an additional challenge to the trainees and their supervisors. The burnout and stress added additional burdens on the struggling learner which mandates further attention and strategies. This workshop was presented at two international conferences including APMEC 2022 and was well received.

Objectives

This highly interactive and hands-on workshop with several exercises for deliberate reflection, discussion, and practice, was presented and well-received in international conferences one of which is APMEC 2022. The focus is on:

Multicultural complexity of the context, which informed the workshop's content and material.
Empowerment, professionally develop, and actively involve the trainees in the remediation process to support their colleagues
Highlighting the impact of the COVID pandemic on medical education and especially on the struggling trainees

Outcomes

By the end of this workshop the participants should be able to:

Identify the struggling trainee and the challenging behaviours
Develop a remediation plan with the trainee
Recognize the effect of the COVID-19 pandemic on trainees
Evaluate the existing system to support/remediate the trainees
Prepare senior trainees to support their struggling colleagues

Post-Conference Workshop 4 (Online)
Title: Promoting Collaboration, Wellbeing and Inclusivity via Virtual Student Engagement
Facilitators: Anisha Kaur Sandhu, Betty Exintaris and Nilushi (Nel) Karunaratne (Malaysia)

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Synopsis

Background

The ongoing nature of the COVID-19 pandemic resulted in abrupt changes within the world of education. Students struggled with the negative impact of the pandemic, feeling isolated due to a large shift from face-to-face to online learning and teaching delivered remotely via virtual platforms, while educators struggled with converting robust on-campus programs to acceptable online alternatives. Student mobility, engagement and wellbeing programs were affected diminishing valuable experiences that develop and shape a student’s learning journey through undergraduate and postgraduate degree programmes.
Importantly, the pandemic brought to light that despite the numerous challenges, student wellbeing must be prioritized, that students will adapt and are able to continue to learn collaboratively if educators are eager to be creative and push the boundaries of the educational offerings even as they grapple to provide this via virtual learning mediums, and that they should experience inclusive and empowered learning regardless of their learning environment.
This workshop aims to address these priority areas in a rich, open discussion with clinical educators from interprofessional backgrounds through (1) a series of short presentations that reflect on: (a) the pandemic-related impact on education, (b) education theory in online collaborative learning, (c) an introduction to the Parkville International and Exchange Student (PIES) Engagement program - an academic-led virtual student engagement program that was designed to support students in communication, social networking and wellbeing, and (d) the importance of embracing intercultural competence and ethical leadership to promote inclusivity in healthcare when developing our future-ready health workforce. Through this workshop, we will also aim to facilitate (2) theme-based group discussion activities where participants will draw and share their experiences on: (a) encouraging collaborative learning virtually, (b) ensuring student wellbeing and empowerment via virtual engagement, and (c) discuss how they would propose introducing inclusivity in their respective curriculums. Another exciting aspect of this workshop is that all three workshop facilitators have been involved in devising, and successfully implementing international student engagement programs via virtual mediums. Therefore, this workshop will also be (3) a wonderful platform for establishing a vibrant Community of Practice where clinical educators from different institutions and regions can form lasting partnerships or leverage expertise to form national and international discipline-based or interprofessional collaborative learning programs.

Outcomes

To discuss effective collaborative learning strategies using online learning mediums
To discuss methods of ensuring student wellbeing and empowerment by engaging students virtually
To discuss practices to promote student inclusivity and sense of belonging in education curriculums as a basis for developing a culturally competent health workforce