Courses

ESME - Essential Skills in Medical Education

Facilitator:
Ronald Harden (Association for Medical Education in Europe (AMEE), UK), Pat Lilley (Association for Medical Education in Europe (AMEE), UK)

Course description:

ESME’s novel course structure combines a purpose-built course on teaching with an international medical education Conference. ESME is accredited by AMEE and approved by an international Advisory Board.

Course content:

Led by Professor Ronald Harden, this broad-based course has been designed around a set of competencies that all practising teachers should possess. These include: Effective Teaching, Skilled Educational Planning and Informed Assessment and Evaluation.

Who should attend?

The ESME Course has been designed to meet the need for an entry level teaching qualification and will be of particular interest to teachers who are engaging with medical education for the first time. It will also be valuable for more experienced teachers who wish to have an introduction to the theory underpinning the practice of teaching. It has been designed in the context that all doctors in any branch of medicine or field of practice are likely to have some teaching responsibilities for undergraduates, postgraduates, peers, or other healthcare workers.

FAME - Fundamentals of Assessment in Medical Education

Facilitators:

John (Jack) R. Boulet, Ph.D (Foundation for Advancement of International Medical Education and Research (FAIMER), USA), Ann M. King, MA (Foundation for Advancement of International Medical Education and Research (FAIMER), USA)

Course description:

This introductory assessment course is offered by the National Board of Medical Examiners (NBME) and the Foundation for Advancement of International Medical Education and Research (FAIMER). The course is led by internationally recognized faculty. FAME is intended to be a basic-level course on educational assessment.

Course content:

Instruction will concentrate on the application of assessment principles, including test development, scoring, standard setting and validation of test scores.

Who should attend?

We are targeting persons who have responsibility for assessing undergraduate medical students, graduate trainees and practicing doctors.

Educational Leadership Strategies for Health Professionals in Developing Countries

The importance of leadership for health professionals is increasingly being recognized at the global level. There is common agreement that health professionals such as physicians, dentists, nurses, pharmacists and allied health professionals should have leadership qualities to effectively lead their professions.  A large number of professional associations, regulatory bodies and educational institutes are incorporating leadership as an essential attribute for the education and training of all health professionals. Few examples include Tomorrow’s Doctor by GME, the National Leadership Competency Framework developed by the NHS, postgraduate competencies defined by ACGME and leadership competencies and standards defined by Academy of Medical Educators. Health Professions Education (HPE) curricula in developing countries mainly focus on developing the knowledge and skills of health professionals in their respective fields with little emphasis on improving ‘soft non-technical, yet core skills’ such as professionalism, communication, empathy, leadership etc.

Who should attend?

  • Health professionals (doctors, dentists, nurses, pharmacists, allied health professionals);
  • Health professions education faculty;
  • Health professions education managers and administrators;
  • Health professions education curriculum designers;
  • Members of regulatory authorities and professional associations

Course content:

  • Introduction to leadership for health professionals
  • Relationship between emotional intelligence and leadership
  • Leadership models for health professionals
  • Defining leadership competencies
  • Incorporating leadership competencies in educational curricula

Facilitators:
Gohar Wajid, (World Health Organization, Egypt), Amanullah Khan, (Dean Faculty of Management Sciences, Riphah International University, Pakistan)

ETIME - Essential Tools in Medical Education for development and assessment of a course

Teachers in the era of modern technology needs to be equipped with tools that can facilitate their teaching. This course would introduce a teacher to computer and online tools through which teacher can develop a course and its assessment and execute it online.

Who should attend?

The ETIME would be of equal interest to teachers who are being introduced to the medical education for the first time and to experienced teachers who have little knowledge of virtual learning environment.

Teachers who are interested in Flipped class room

Teachers/Facilitators in course/module development

MHPE Students

Deans/Principals/Administrators of medical schools who desire to design and implement online learning and assessment

Course content

The course includes factual and conceptual knowledge on course development and hands on training on a developing a course and assessment.

Facilitators:

Rehan Ahmed Khan (Assistant Dean RARE, Riphah International University, Pakistan), Saad Zafar (Dean Faculty of Computing, Riphah International University, Pakistan)