Prof Veena Singaram is an Associate Professor in Health Professions Education and Academic Leader of Research and Higher Degrees in the School of Clinical Medicine at the University of KwaZulu-Natal in South Africa. She has a doctorate in health professions education (HPE) from Maastricht University in the Netherlands and a fellowship from the Sub-Saharan African Foundation for Advancement in Medical Education Research (FAIMER). She is the Kwa-Zulu Natal (KZN) chair of the Southern African Association of Health Educationalists (SAAHE).

She is an executive member of the national Work-based Assessments (WBAs) and Entrustable Professional Activities (EPAs) committees in South Africa. She has published and presented widely in HPE and has graduated several Masters and Doctoral students. She was awarded several research grants and is a member of the editorial board of BMC Medical Education. The UKZN School of Clinical Medicine awarded her the REACHT Academic Award (2021) and the Technology Innovation Teaching Award (2022).

Prof Singaram was also awarded the Distinguished Educator Award from the Southern African Association of Health Professions Educationalists (2022) for her contribution to medical education research, scholarship, and leadership nationally and internationally. She has also been selected to become a Karolinska Institutet’s Prize for Research in Medical Education Fellow for 2023.

Her scholarly interests include; developing students’ potentialities, technology-enhanced learning, formative assessment feedback, and collaborative learning environments within a transformative learning paradigm.

Highlights :

• Formative Assessment and Feedback in Clinical Setting
  Date: 02nd June 2023 (Friday)
  Time: 09:00 am - 12:00 pm
  Mode: Hybrid
  Venue: ICE Training Centre, Level 2, IMU Bukit Jalil Campus
  Platform: Zoom

Workshop Overview:-

Formative assessment and feedback promote and enhance learning and performance in clinical settings. Feedback is a core component of formative assessment and is a powerful tool to inform trainees of their progress at a particular point in time. However formative assessment and feedback are often neglected, avoided or rejected.

This interactive workshop explores practical strategies and tools for effectively utilising formative assessment and feedback to optimise learning outcomes and enhance our diverse students’ potentialities, mindsets, and competencies using a transformative learning paradigm.

Objectives and Expected Outcomes:-

1. Understand the concept and importance of formative assessment and feedback in the clinical setting.
2. Apply best practices to foster an effective feedback culture to enhance feedback-seeking and utility.
3. Enhance skills for constructive bi-directional feedback that promotes a growth mindset.
4. Encourage participants to reflect on their own formative feedback practices and identify areas for improvement.

• Mobile Technologies to Support Workplace Based Assessment for Entrustment Decisions
  Date: 02nd June 2023 (Friday)
  Time: 03:30 pm - 04:30 pm
  Mode: Hybrid
  Venue: Senate Room, Level 2, IMU Bukit Jalil Campus
  Platform: Zoom

Workshop Overview:-

The disruptions of the COVID-19 crisis have underlined the need for more digital tools to support educational continuity and assessment in clinical training environments.

Digital tools have the potential to create psychologically safe formative feedback cycles that remove the fear of failure and empower healthcare trainees to learn and improve faster. These tools may also mitigate the negative impact of power differentials and hierarchy in clinical training environments, which is essential to foster a constructive feedback culture that enables trainees to develop into self-regulated lifelong learners with a growth mindset. This presentation explores the use of mobile technology to optimise feedback and feedforward in workplace-based assessment for entrustment decisions.

The use of design thinking and transformative learning processes together with the challenges of developing mobile apps will also be discussed.

Professor Dr Stewart Mennin, has been contributing to innovation in health professions education for more than 35 years. He is Principal of Mennin Consulting & Associates, Inc., Professor Emeritus of Cell Biology and Physiology, and former Assistant Dean for Educational Development and Research at the University of​ New Mexico School of Medicine, Albuquerque, New Mexico, USA.​

He has developed a program on leadership in difficult times which he runs for various organizations. Notably, he has run regular courses for the Association for Medical Education (AMEE) and the World Health Organisation (WHO).​

Highlights :

• Online Webinar on The Essential Nature of Uncertainty, Complexity & Wicked Issues in Health Professions Education and Practice
  Date: 25th November 2020 (Wednesday)
  Platform: Zoom@7:00pm-9:30pm
  
  
• Workshop: Leadership: The future of the health professions workforce 
  30 November 2020, Module 1: Lead at the Edge of Uncertainty
  7 December 2020, Module 2: Work Better Together
  14 December 2020,Module 3: Find the Fix That Fits
  21 December 2020, Module 4: Make the Good Better
  Platform: Zoom

Professor Richard Hays, Associate Head of the University’s Division of Medicine, was recently bestowed an Honorary Doctorate of Medicine from the International Medical University in Malaysia (IMU).

Professor Hays is a rural medical generalist and he also carries qualifications in educational psychology and medical education and has had roles in the development of medical education programs, including new medical schools in Australia, UK, Ireland, Canada and South-East Asia.

He has also participated in international medical education quality assurance reviews in Australia, New Zealand, the Western Pacific region, Asia, Europe and the UK. His research includes curriculum and assessment practices that deliver particular workforce outcomes, with a strong social accountability focus, overlapping strongly with rural health service delivery and program evaluation interests.

Professor Hays has been a visiting academic at the IMU since 2013, where his contributions have seen him become a member of the Professional Education Advisory Committee (PEAC). He is also actively involved in the review of programmes and its quality of delivery.

Highlights from the visit:

• Workshop on Academic Writing for all PGHPE students
  Date: 28th Feb 2020 (Friday)
  Venue: ICE Training Centre @9:00am-12:30pm

Synopsis of the session

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 of this workshop: -

• To demonstrate understanding of writing as a series of tasks, including finding, evaluating, analysing, and synthesizing appropriate sources, and as a process that involves composing, editing, and revising.
• To demonstrate critical reading and analytical skills, including understanding an argument's major assertions and assumptions, and how to evaluate its supporting evidence.
• To demonstrate research skills, integrate your own ideas with those of others, and apply the conventions of attribution and citation correctly.
• To use a Standard Written English and revise and edit your own writing for appropriateness.
• To demonstrate an understanding of the connection between writing and thinking and use writing and reading for inquiry, learning, thinking, and communicating in an academic setting.

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.

• https://www.surveymonkey.com/r/ImplementationProfessionalismHPEInternal
• https://www.surveymonkey.com/r/X6PT6PN     

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 13^th 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 on Wednesday, 20th November 2019

Venue: Seminar Room 4 (1.10)

Time: 8:30am-5:00pm

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.