Code : 9345-353544      Created Date : Saturday, October 28, 2017   Visit : 1493

The report of AMEE (Association of Medical Education in Europe) 2017 annual conference by Dr. Mahboobeh Khabaz Mafinezhad

The report of AMEE (Association of Medical Education in Europe) 2017 annual conference by Dr. Mahboobeh Khabaz Mafinezhad
Application Code :
762-0217-0070
 
Created Date : Monday, October 16, 2017-22:30 22:30:00Update Date : Monday, October 16, 2017-23:37 23:37:14
IP Address : 188.34.165.39Submit Date : Monday, October 16, 2017-23:39 23:39:06Email : m-mafinejad@tums.ac.ir
Personal Information
Name : Mahboobeh
Surname : Khabaz Mafinejad
School/Research center : Educational Development Center
If you choose other, please name your Research center :  
Position : Assistant professor
Tel : +98-21-88955712
Information of Congress
Title of the Congress : AMEE (Association of Medical Education in Europe) 2017 annual conference
Title of your Abstract : • Developing a model for teaching and assessing critical thinking skills in medicine: a qualitative research
• Introducing the TUMS competencies to fresh medical students using movie clips
Destination Country : Finland
From : Saturday, August 26, 2017
To : Wednesday, August 30, 2017
Abstract(Please copy/paste the abstract send to the congress) : • Developing a model for teaching and assessing critical thinking skills in medicine: a qualitative study
Background: Despite the vested interest developed among medical colleges in improving critical thinking, evidence indicate that assessment of medical students' ability to think critically is a constant challenge. The aim of the current study was to provide a model for teaching and assessing critical thinking as a major outcome of medical education.
Summary of Work: A descriptive qualitative study using semi-structured interviews has been conducted. A purposive sampling has been drawn. 17 individual interviews were conducted with three groups of participants: faculty members, students, and graduates. Qualitative data were analyzed by content analysis approach. Data collection and analysis were concurrent.
Summary of Results: A total of 1049 primary-code obtained from analysis of interviews were summarized into 272 codes which were classified into 61 subcategories, 13 categories and four themes, including “critical thinking requirements: preconditions and approaches”, “critical thinking initiators: internal and external stimulus”, critical thinking process: application of theory in practice”, and critical thinking outcomes: accomplishments”.
Discussion: We proposed a model for teaching and assessing critical thinking in medicine. While several studies have investigated different aspects of critical thinking, this study contributes further insights to the debate on critical thinking in medicine as a context-bound concept by exploring cognitive processes and its structures.
Conclusion: Critical thinking skills in medical professions include the elements and structures whose description of their relationships based on a proposed model can be a basis for conducting educational programs and formulating an effective tool in order to assess these skills among medical students.
Take-home Message: The medical teacher should be taken a subject-specific component of critical thinking into account in their teaching and testing.

• Introducing the TUMS competencies to fresh medical students using movie clips
Background: Tehran University of Medical Sciences (TUMS) along with reforming the undergraduate medical curriculum formulated the expected competencies of medical graduates in eight areas. This article describes the use of “movie clips” as a tool to facilitate medical students' awareness with the core competencies of TUMS.
Summary of Work: Movie clips were selected aligned with considered competencies. The duration of each clip varied from 15 to 20 minutes. After the show of clips, performances related to physician and addressed in the movie were discussed. The moderator summarized the golden points and compared them with core competencies of TUMS.
Summary of Results: This was a descriptive study was carried out in 2015-2017. 442 medical students of TUMS participated in this study. Forty-eight percent of participants were female. In general, 89.6% of students strongly agreed/ agree that they can gain new insights into expected competencies through watching the movie and discussing points.
Discussion: At Tehran University of Medical Sciences, the Introduction to TUMS Core Competencies program provided an innovative solution to the problem of orientation of fresh medical students to core competencies early in their training. This program promoted fresh medical students' understanding of what it means to be a competent physician.
Conclusion: Students believed that participation in orientation program had helped them to learn more about core competencies of TUMS medical curriculum and the importance of doctoring skills in their study. Our experience demonstrated that the use of movie clips can be helpful to familiarize students with considered competencies in medical school.
Take-home Message: Using movie clips can be helpful to familiarize students with core competencies of medical education at the early years of the medical curriculum.
Keywords of your Abstract : competency, undergraduate medical education, critical thinking
Acceptance Letter : http://gsia.tums.ac.ir/images/UserFiles/41347/Forms/762/abstract letter_2.pdf
The presentation : Poster
The Cover of Abstract book : http://gsia.tums.ac.ir/images/UserFiles/41347/Forms/762/AMEE_cover_booklet.pdf
Published abstract in the abstract book with the related code : http://gsia.tums.ac.ir/images/UserFiles/41347/Forms/762/absract.pdf
Where has your abstract been indexed? : none
If you choose other, please name :  
The Congress Reporting Form
How many volunteers were present at the Congress? : According to the amee conference report about 3500
Delegates from which countries presented in the congress? : It was an international conference and many people from other countries including UK, Canada, USA, Denmark, Germany, Netherlands, Austria, Sweden, Japan, Taiwan, India, and Singapore have attended in the conference.
Were the delegates of any other organizations present in the congress? : Yes
If yes, please write the names of the organizations in the box : Plenty of organizations were presented such as NBME, Cardiff University, and so on.
What were the responses to your talking points? Were specific questions or concerns raised? : The chairperson of poster presentation session has appreciated our efforts for designing and conducting the study. Some questions have been raised by some audiences about how we use this model for assessing medical students’ critical thinking skills in our curriculum and what the elements of critical thinking are in medicine.
If you met staff members, please list their full names & positions. : Dr. Kathleen Kendall (Associate Professor in Sociology as Applied to Medicine within Medicine at the University of Southampton in the UK), Junichiro Miya chi (director of family medicine at Kyoto University)
Please inform us if there are any follow up actions we need to talk with the members of the congress : If you ask me whether any follow-up actions need to talk with the members of the Congress or not, I can say that there was no need to follow up in this regards. So, Honestly speaking, my answer is simply No.
Your experiences about the travel processes(Providing ticket, accommodation,...) : The registration fee of the conference and pre-conference workshops was very high and it causes some difficulties for participants. Furthermore, some challenges in getting Schengen visa from European embassies in Iran can be mentioned. I highly recommend that the people who are interested in attending the conference which is held in European countries should apply for the visa as soon as possible.
Please give a briefing of your own observations and outcomes of the congress: : AMEE conference is held annually with about 20 to 30 parallel sessions, including Ph.D. report sessions, symposia, pre-conference workshops, plenaries, Mounted Poster Presentation, e-poster, and research papers, short communications, round table, etc. In this conference, I had a poster presentation about the assessment of critical thinking in medical students. If I would reflect on it, it seems clear that we need to interact with others in this filed. I attended the Ph.D. sessions in which Ph.D. students, all around the world, have presented their work in the best way. It gives me some new ideas to conduct some research in our university. In sum, In my opinion, I guess I would have to say there are a few clear benefits. But I would probably say that for the most part the one thing really stands out is that this is an enormous international conference in the field of medical education and there are many opportunities to learn how to use the best knowledge of medical education into practice. But I think it is fair to say that there are some challenges in participating the amee conference. I believed that the most important difficulty would be that although it provides a wide range of programs for participants, selecting appropriate sessions can be challenging especially without using Guidebook software.

 

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