Parallel Session Marking No's 1 - 27

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Call for parallel session proposals : Entry # 1 Adding Novel Elements to Traditional Simulation with Gamification Techniques
Session title:
Adding Novel Elements to Traditional Simulation with Gamification Techniques
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
A discussion of using ‘game’ elements and techniques as an addition to traditional simulation methods to improve engagement and learning outcomes and bridge the gap between clinical and non-clinical teaching. Examples of this have been use of medical escape rooms, virtual reality and competitive elements.
Learning Objectives
Objectives
Outline some gamification techniques from simple adjuncts to full immersion Discuss how to add these to current teaching methods Describe the evidence that supports their use in medical education
Session theme:
Teaching and facilitating learning
Does your session specifically target a particular group?
No
Preferred session delivery:
Face to face
Preferred session format:
Workshop
Unlimited number of attendees
Yes
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
Practical examples of game elements to try, group tasks and discussions, polling and interactive presentation
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
Insight into a relatively novel method of education including with case studies and use cases from undergraduate and postgraduate teaching sessions. Some practical experience in incorporating these elements and designing immersive simulation.
If at all, how do you plan to involve early career researchers in your session?
This is a novel technique with a relatively limited amount of good data in the postgraduate medical field with opportunity for further research
Contact Information
Name of submitting Organisation:
North Devon District Hospital
Lead Contact Name:
Thomas Badenoch
Contact Phone:
07787150543
Contact Email:
[email protected]
Facilitator / Moderator / Chair details
NO
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Thomas Badenoch, General Surgery SpR
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
A General Surgery Registrar with a special interest in Medical Education and novel simulation, I have spent time working for the University of Bristol teaching Undergraduate Medical Students and investigating and developing gamification techniques in medical simulation. Successfully piloting trials using these techniques for simulation of human factors, ATLS, and have started developing these techniques for post-graduate surgical trainees.
Presentation experience
Association of Surgeons in Training Conference Association for the Study of Medical Education Annual Scholarship Meeting Centre for Health Sciences Education: Teaching and Learning Conference
Ethics Approval:
YES
Additional speaker details
please select

Scoring 1 (Adding Novel Elements to Traditional Simulation with Gamification Techniques)(Required)

Comments 1

Call for parallel session proposals : Entry # 2 MULTI-PROFESSIONAL EDUCATIONAL LEADERSHIP IN PRIMARY CARE – GROWING EDUCATIONAL LEADERS FROM GENERAL PRACTICE TO DEANERY
Session title:
MULTI-PROFESSIONAL EDUCATIONAL LEADERSHIP IN PRIMARY CARE – GROWING EDUCATIONAL LEADERS FROM GENERAL PRACTICE TO DEANERY
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
Multi-professional triumvirate leadership exists across the NHS , with medical, nursing/AHP and an operations manager. Over recent years, the workforce in PC has grown and now reflects this also in practices and PCNs across England. This session considers if educational leader opportunities in PC have developed at the same pace?
Learning Objectives
Objectives
To understand why developing educational leaders from the wider workforce in primary care can support the increasing demand for GPST To critically analyse makeup of own teams and reflect on what makes a cognitively diverse team To demonstrate enthusiasm and know how and when to take steps in growing their own multi-professional teams
Session theme:
Educational management and leadership
Does your session specifically target a particular group?
Yes
Which audience groups is your session targeting:
Undergraduates Postgraduates Managers Administration Academics Nurses, midwives and allied health professionals
Preferred session delivery:
Face to face
Preferred session format:
Workshop
Maximum number of attendees:
50
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
Facilitated small group discussions – utilising tools available in the app
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
The DEMEC conference title encourages attendees to consider the wider context of education, we have interpreted this to include how healthcare professionals (from the wider workforce in Primary Care) can positively impact on the medical education agenda. This parallel session will be delivered by two educational leaders, one from a medical background and one from the wider workforce, immediately role modelling the art of the possible to attendees. It is anticipated that individuals will be able to reflect on their own leadership models/structure and identify opportunities to grow their departments to reflect the workforce in PC that we provide education and training for. Adopting a model such as we have in KSS, provides clear educational career pathways for multi-professional leaders at practice, PCN, TH, PCS, PC department levels, ensuring we are Fuller ready to support the transformation of health and care. It is anticipated this will contribute to retention of our workforce, ensuring we understand the needs of all members of the PC team and how we can all work together to deliver our goals. It will reduce the tendency for working in professional silos and provide the opportunity for a stimulating discussion on inter-professional learning, as well as teaching and working in multi-professional teams.
If at all, how do you plan to involve early career researchers in your session?
We would propose to include current masters programme participants to share their studies as case examples.
Contact Information
Name of submitting Organisation:
NHS England
Lead Contact Name:
Professor Christopher Warwick
Contact Phone:
07342 069588
Contact Email:
[email protected]
Alternative Contact Email:
[email protected]
Facilitator / Moderator / Chair details
NO
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Professor Christopher Warwick Primary Care Dean, Deputy Postgraduate Dean for KSS (South East), Chair of NHS England Primary Care Deans, Vice Chair of COGPED
Speaker Email
[email protected]
Alternative Speaker Email:
[email protected]
Short biography (100 words MAX – note word count below the box)
The KSS Primary Care Dean and Head of Primary Care School work seamlessly to maximise the impact of their combined c60 years of experience for the Primary Care (PC) workforce. Their vision is to ‘make Primary Care in KSS the premier choice for your NHS career’. The Dean oversees the totality of education and training of the PC workforce and the Head of School the post-CCT medical workforce and the wider multi-professional teams in PC. They form the SLT (along with the Head of GP school) with a strong commitment to quality learning environments for all learners in KSS
Presentation experience
Chris has lots of experience of speaking to lots of people, but remains essentially shy, so in this session introduces Alli his Head of Primary Care school. We have not yet shared this topic outside of Kent, Surrey and Sussex.
Ethics Approval:
NO
Additional speaker details
YES
Speaker 2
Parallel session speaker name + job title + name of institution which you are representing
Allison Hawes Head of Primary Care School KSS (South East) – NHSE England
Speaker Email
[email protected]
Alternative Speaker Email:
[email protected]
Short biography (100 words MAX – note word count below the box)
One bio two speakers. Can send a separate one later if accepted. Rushing to complete the deadline!
Presentation experience
As above
Ethics Approval:
NO
Do you wish to add another speaker?
NO

Scoring 2 (MULTI-PROFESSIONAL EDUCATIONAL LEADERSHIP IN PRIMARY CARE – GROWING EDUCATIONAL LEADERS FROM GENERAL PRACTICE TO DEANERY)(Required)

Comments 2

Call for parallel session proposals : Entry # 3 Improving ward-based education and learning – Nurturing ideas from a neonatal unit
Session title:
Improving ward-based education and learning – Nurturing ideas from a neonatal unit
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
During placements in busy wards, frequently education opportunities are obscured and service provision takes priority. This session aims to explore how as educators we can maximise learning opportunities on the ward as well as diversifying learning experiences.
Learning Objectives
Objectives
1. Learn how to help junior doctors, nurses and allied healthcare professionals maximise learning potential on the ward 2. Understanding the role of parents as educators 3. Learn how to diversify teaching methods to help improve patient safety
Session theme:
Designing and planning learning
Does your session specifically target a particular group?
No
Preferred session delivery:
Face to face
Preferred session format:
Workshop
Unlimited number of attendees
Yes
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
1. Small group discussions on trying to encourage and exchange best practice currently occurring to help improve education in-situ on the wards. 2. Providing several educational starter ideas, participants in their small groups will be able to have an opportunity at developing small teach sessions. 3. Parent educators to provide insight and help develop teaching opportunities. 4. Students and clinical staff to provide a platform for discussion on how parent educators can contribute toward medical education on the ward.
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
In a high pressure medical environment, education often takes the back bench with postgraduate doctors. Often, work based assessments become a checklist task. This workshop aims to explore current educational practices insitu on the wards and how as a medical education community we can improving this educational quality without compromising patient safety. This workshop will introduce the role of parents as educators to help improve education among staff members which aims to improve overall patient safety and satisfaction.
If at all, how do you plan to involve early career researchers in your session?
This is very early stages of an educational tool. To look at translational research from patient educators in medical student education to developing parent/relative educators in postgraduate medical education.
Contact Information
Name of submitting Organisation:
University Hospital Coventry and Warwickshire
Lead Contact Name:
Dr Anandini Arumugam
Contact Phone:
07900006133
Contact Email:
[email protected]
Alternative Contact Email:
[email protected]
Facilitator / Moderator / Chair details
NO
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Dr Anandini Arumugam, Neonatal Registrar, University Hospital Coventry and Warwickshire
Speaker Email
[email protected]
Alternative Speaker Email:
[email protected]
Short biography (100 words MAX – note word count below the box)
I am a Paediatric trainee, with experience in both General Paediatrics & Neonatology as well as Adult & Paediatric Emergency Medicine. I have also got an strong interest in Medical Education, currently working as a Clinical Education Fellow at Warwick University contributing to Clinical Skills as well as other parts of the course through Phase I, II, and III medical education. I am currently in the process of completing my Masters in Medical Education. I have a special interest in using simulations as a teaching educational tool.
Presentation experience
None
Ethics Approval:
NO
Additional speaker details
YES
Speaker 2
Parallel session speaker name + job title + name of institution which you are representing
Dr Arthi Lakshmanan, Neonatal Consultant, University Hospital Coventry and Warwickshire
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
I am a neonatal consultant with interest in medical education. My Special areas of interest are nutrition and neurodevelopment. I have a Diploma in medical education. I’m an instructor for newborn life support and advance resuscitation for newborn infant course. I’m also a college tutor for postgraduate neonatal doctors.
Presentation experience
None
Ethics Approval:
NO
Do you wish to add another speaker?
NO

Scoring 3 (Improving ward-based education and learning – Nurturing ideas from a neonatal unit)(Required)

Comments 3

Call for parallel session proposals : Entry # 4 Social Media: The Battle for the Soul of Medical Education?
Session title:
Social Media: The Battle for the Soul of Medical Education?
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
Social Media is the current battleground for medical education discourse. SoMe has moved beyond simple knowledge translation, instead becoming a centre for warring words & rebellion. This expert debate panel will scrutinise SoMe platforms & question our profession’s future in a brave new world…
Learning Objectives
Objectives
Recognise the evidence base behind social media communities of practice, hierarchy disruption and learning quality. Reflect upon and scrutinise one’s own social media use and the responsibility of our profession to engage with learners and patients. Critique the responsibility of educational authorities to engage with and support social media as an agent for change.
Session theme:
Educational management and leadership
Does your session specifically target a particular group?
Yes
Which audience groups is your session targeting:
Undergraduates Postgraduates Managers Administration Academics Nurses, midwives and allied health professionals Researchers Policy Makers
Preferred session delivery:
Face to face
Preferred session format:
Symposia / panel discussion
Unlimited number of attendees
Yes
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
This is planned to be a panel debate but also invite questions from the audience in the form of Slido/direct questions/polling.
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
I led a similar social media session at DEMEC 2021, which was focused on the basics of social media learning and evidence base behind this. That debate was extremely well attended and well fed back, so this 2023 session will aim to build on that. This particular session will look to feature cutting edge debate from panelists who are active on social media, who are academic or practice experts and hold genuinely very different opinions on the present and future role of social media platforms in medicine. The session is also designed to be as entertaining as it is informative, and many DEMEC attendees will doubtless have strong opinions on social media’s role in our profession’s practice. We come from different institutions, but many of these are involved in technology enhanced learning research and initiatives – any attendees interested in TEL would benefit from attending the session in terms of stimulating reflection.
If at all, how do you plan to involve early career researchers in your session?
These will be early career voices – we are all trainees – however we are subject experts. We will provide unique insights into Twitter, Reddit, Instagram, TikTok and beyond, with a critical approach steeped in both evidence and practice. Many of us have published related to social media, have developed social media educational resources or have been involved in social media activism.
Contact Information
Name of submitting Organisation:
Royal College of Physicians Edinburgh Trainees
Lead Contact Name:
Jonathan Guckian
Contact Phone:
07974026508
Contact Email:
[email protected]
Alternative Contact Email:
[email protected]
Facilitator / Moderator / Chair details
YES
Facilitator / Moderator / Chair
Facilitator / Moderator / Chair Name
Tharusha Gunawardena
Facilitator / Moderator / Chair Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Tharusha went to UCL before starting his training in the East of England. He is a ST7 Cardiology registrar sub-specialising in intervention. During his training he also took time out of programme to do a research MD. He presented at ACI in 2022 and is a cohost of the popular “Two Medics” podcast. He enjoys mixed martial arts, manchester united and going to the occasional gig. His main ambitions in life is to catch up on sleep and to keep up with the kids.
Presentation experience
Dr Gunawardena presented at the BCIS ACI Conference in 2022. More relevantly, however, he is a co-host of the ‘Two Medics’ podcast, a popular regular podcast focusing on social media and the medical community. This podcast explores themes discussed across Twitter and Reddit, inviting popular accounts as guests and critically reflecting on the behaviours, attitudes and values of our profession on social media. The podcast has been listened to all over the world.
Ethics Approval:
please select only if appropriate
Additional Facilitator / Moderator / Chair details
NO
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Jonathan Guckian, Advanced Medical Education Fellow & Dermatology Registrar, University of Leeds/Royal College of Physicians Edinburgh Trainees & Members Committee
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Jonny Guckian is a dermatology registrar in Leeds, UK. He is also an Advanced Medical Education Fellow at the University of Leeds, as well as working nationally as Director for Communications at the Association for the Study of Medical Education (ASME) from 2018 until Summer 2023. He is Co-Chair of the Royal College of Physicians Edinburgh Trainees and Members Committee and Podcast Associate Editor at the British Journal of Dermatology. He founded Medisense Medical Education, a website for creative medical education learning. His research and clinical interests include social media in medical education and dermatology education.
Presentation experience
I have presented nationally and internationally at medical education conferences. I presented on social media and technology enhanced learning at Stanford Medicine X, including main stage presentation. I have presented and chaired sessions at numerous ASME Annual Scholarship Meetings, as well as presenting at the British Association of Dermatology Annual Meeting. I have held a workshop at IAMSE in 2021 on social media and led a debate at DEMEC 2021 on this very issue. I am an experienced public speaker, having undertaken dozens of regional or national virtual meetings on medical education or dermatology.
Ethics Approval:
please select only if appropriate
Additional speaker details
YES
Speaker 2
Parallel session speaker name + job title + name of institution which you are representing
Stuart Maitland – Academic Clinical Fellow in Neurophysiology, Newcastle University
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Stu Maitland is an ACF in Neurophysiology. He completed his PhD in Neurophysiology in 2022, looking at the neurological reasons why we lose strength as we grow older, and developing new investigations to look at the nerves to better understand this. Through this experience Stu has developed a keen interest in computer science including machine learning, and has developed a number of websites and applications for doctors. In 2022 he published a paper which analysed 8.5 million words of comments written on a forum for junior doctors. He has won a number of academic awards including the RCPs Turner-Warwick lecture
Presentation experience
RCP London Turner-Warwick Lecturer 2022 Newcastle University INSIGHTS Public Lecture 2021 European Congress Clinical Neurophysiology 2018- Best presentation TEDx Durham University invited speaker 2014 9 national/international presentations 20+ regional presentations
Ethics Approval:
please select only if appropriate
Do you wish to add another speaker?
YES
Speaker 3
Parallel session speaker name + job title + name of institution which you are representing
Tanya Ta – Academic Clinical Fellow ST1 trainee (ENT) in West Midlands and University of Birmingham
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Tanya Ta is an Academic Clinical Fellow ST1 trainee in ENT in the West Midlands and University of Birmingham. As an ENT doctor and NIHR ACF researcher, Dr Ta is passionate about medical education within surgery and beyond. She is Secretary of Women in ENT Surgery UK, is Chair of ‘ASCENT’ – Advancing Student/foundation doctor Collaborations in ENT, and also Chair of Norwich MedED. She is a trainee representative of the British Otorhinolaryngology & Allied Sciences Research Society. She strongly believes in the power of social media to effect medical education change.
Presentation experience
Previous conferences/presentations: BACO (British Academic Conference of Otorhinolaryngology) 2018/2020/2023, various ENT UK meetings, ASIT 2019
Ethics Approval:
please select only if appropriate
Do you wish to add another speaker?
YES
Speaker 4
Parallel session speaker name + job title + name of institution which you are representing
Bethan John, GPST2, South Liverpool
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Bethan John is a GPST2 in Merseyside, moving to Liverpool from Wales for FY1 in 2013. Previously a neurosurgery trainee, Bethan is now pursuing a career path that is better aligned to her values and aspirations, both in- and outside of medicine. She believes that social media can enormously enhance our well-being as doctors, as has been her (unexpected!) experience with many new personal/professional connections and learning. She regularly contributes to such discussions on social media, and has been invited to speak about this area on podcasts.
Presentation experience
Has spoken on medical education podcasts but this will be Bethan’s first experience speaking at a medical education conference.
Ethics Approval:
please select only if appropriate
Do you wish to add another speaker?
please select

Scoring 4 (Social Media: The Battle for the Soul of Medical Education?)(Required)

Comments 4

Call for parallel session proposals : Entry # 5 Supporting Doctor Carers in Training
Session title:
Supporting Doctor Carers in Training
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
It is estimated that 1in 5 NHS employees are carers. A carer is someone who provides unpaid support for a relative or friend. Expert panel to discuss: Challenges faced by carers during training Examples of good practice How to best provide support Current Data and Research Invitation to research participation
Learning Objectives
Objectives
Understand the challenges faced by doctor carers Highlight the impact that a carer status might have on a doctor’s wellbeing Understand how best to support doctor carers in training Understand how the carers passport might be used Raise awareness of inclusive terminology to support disclosure of carer status Raise awareness of special leave policies
Session theme:
Educational management and leadership
Does your session specifically target a particular group?
Yes
Which audience groups is your session targeting:
Postgraduates Managers Researchers Policy Makers
Preferred session delivery:
Face to face
Preferred session format:
Symposia / panel discussion
Maximum number of attendees:
50
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
We will use polling to understand the audience awareness of the current issues and terminology. We will use case studies to demonstrate areas of good practice. We will have a Q&A section with the expert panel
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
DEMEC attendees have better awareness of the challenges faced by doctors in training with caring responsibilities. Attendance may help some delegates self identify as carers (something that takes 2 years on average) and have a better understanding of where they may go for advice. Educators and managers will have better awareness of what the options are to support doctor carers in training. Increased awareness will widen participation in our research study exploring the impact of having a caring role on career progression.
If at all, how do you plan to involve early career researchers in your session?
We will have a research fellow involved in our project present
Contact Information
Name of submitting Organisation:
MDRS Careers Planning Group
Lead Contact Name:
Dr Nicki Doddridge
Contact Phone:
07840208782
Contact Email:
[email protected]
Alternative Contact Email:
[email protected]
Facilitator / Moderator / Chair details
NO
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Dr Nicki Doddridge, Associate Dean NHSE WT&E YH
Speaker Email
[email protected]
Alternative Speaker Email:
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Nicki Doddridge is an Associate Dean with NHSE WT&E Yorkshire and Humber. Nicki graduated from Sheffield Medical School in 1997 and rotated through training posts in Medicine, Anaesthesia and ITU in South Yorkshire, Nottingham and Australia, before ACCS existed, gaining a CCT in General Internal Medicine (Acute) in 2008. Nicki was TPD for Acute Medicine in South Yorkshire for 6 years, before using her educational qualifications and experience as an Associate Dean. Nicki is also a coach for doctors and healthcare professionals. Nicki has lived experience of being a parent carer as the parent of an autistic child.
Presentation experience
Not presented on this topic as yet. Research proposal for funding is currently in progress. Ethics approval to follow. Plan is to start research in October 2023 and is of interest to but not vital to this session. Other panel members to be confirmed and added later. My DOI is that I am a parent carer with lived experience and part of the Women In Medicine Carers Network
Ethics Approval:
NO
Additional speaker details
NO

Scoring 5 (Supporting Doctor Carers in Training)(Required)

Comments 5

Call for parallel session proposals : Entry # 6 An introduction to Serious Games for Health Professions Educators
Session title:
An introduction to Serious Games for Health Professions Educators
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
Serious games are games designed for a specific purpose other than entertainment, usually education. This workshop will develve into serious gaming for education from theory to practical tips for designing your own game.
Learning Objectives
Objectives
1. Understand some basic educational theory behind serious games for health professions educators 2. Understand some of the key terms around serious games for health professions educators 3. Have an idea about how to approach developing your own game from teaching and learning
Session theme:
Designing and planning learning
Does your session specifically target a particular group?
No
Preferred session delivery:
Face to face
Preferred session format:
Workshop
Maximum number of attendees:
20
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
Participants will be working in groups to help develop their inital ideas and games. This will be a relaxed workshop where people will be able to open discuss ideas issues and thoughts. This will be a group based workshop.
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
1. Understand how serious gaming can be used for education and learning. 2. Some practical tips and tricks on how to start developing your game. 3. Showcase some game examples.
If at all, how do you plan to involve early career researchers in your session?
This will be open to anyone from any back ground in HPE. From students through to managers who might want to use serious gaming for education.
Contact Information
Name of submitting Organisation:
University Hospitals of Nottingham NHS Trust
Lead Contact Name:
Dr Sarah Edwards
Contact Phone:
07729436637
Contact Email:
[email protected]
Facilitator / Moderator / Chair details
NO
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Dr Sarah Edwards, ST6 Emergency Medicine, University Hospitals of Nottingham NHS Trust
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Sarah Edwards is an Emergency Medicine trainee working in the East Midlands. She has a Masters in Medical Education with a range of research interests including social media and technology enhanced learning, serious gaming in health professions education and palliative care in emergency medicine. She has produced and presented worldwide on serious gaming in HPE. She has produced a number of board and card games for learning. She also teaches on the Masters of Medical Education course in Sunderland University.
Presentation experience
Cosimini M, Edwards S, Stiver M, Francis E, Gantwerker E, Chan TM, Peermohamed S, DiMarco C. Serious Games for Health Professions Education. Workshop Presentation. International Conference of Academic Medicine. April 17, 2023. Québec city, QC. Canada Edwards S, Cosimini M. Card and Board Games for Health Professionals Education – IAMSE Winter Series – Virtual – January 2023 Cosimini M, Chan T, Collins J, Edwards S, Fadial T, Francis E, Mui P, Watsjold . Serious Games for Medical Educators. Innovations in Medical Education. Los Angeles CA. Feb 18, 2022 Edwards S, Parkinson L. 031 Bed block – a game to help understand patient flow. Emergency Medicine Journal 2019;36:793-794
Ethics Approval:
NO
Additional speaker details
NO

Scoring 6 (An introduction to Serious Games for Health Professions Educators)(Required)

Comments 6

Call for parallel session proposals : Entry # 7 No escape! A Gamification workshop to help ignite your learners
Session title:
No escape! A Gamification workshop to help ignite your learners
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
An interactive, collaborative and exploratory workshop on all aspects of gamification in a postgraduate setting. In this session we will explore; when to consider gamifying learning, the pros and pit falls and look at some resources. Attendees will have the opportunity to design some gamified learning events should they wish.
Learning Objectives
Objectives
By the end of the session… 1. attendees will be able to identify appropriate situations to apply gamification concepts 2. have some basic skills to apply gaming aspects to learning plans 3. appreciate the positive impact gamification in learning can have on collaborative community building and learning
Session theme:
Designing and planning learning
Does your session specifically target a particular group?
Yes
Which audience groups is your session targeting:
Postgraduates
Preferred session delivery:
Face to face
Preferred session format:
Workshop
Maximum number of attendees:
30
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
This workshop will be entirely interactive from start to finish. Attendees will be required to participate in discussion as well as learning design.
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
Fostering positive attitudes to collaborative learning is a win-win activity. Collaborative learning can have positive impacts on how we interact with each other, reduce burnout and strengthen communities. All of this can have a positive impact on confidence, communication and our wider interactions which can have a positive impact on patient care.
If at all, how do you plan to involve early career researchers in your session?
We are early career researchers!
Contact Information
Name of submitting Organisation:
N/A
Lead Contact Name:
Miriam Leach
Contact Phone:
07855793890
Contact Email:
[email protected]
Facilitator / Moderator / Chair details
NO
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Dr Miriam Leach, paediatric doctor
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Miriam Leach is an early career educator and a paediatric doctor. She is passionate about learning and more specifically how we learn collaboratively and in teams. She is completing her Medical education masters at UCL this academic year. She has just taken a post at the University of Manchester with PRIME to teach foundation doctors on their introductory teaching skills course. She has previously worked with HEE on early career educator development and is engaged in various teaching projects across disciplines including with the school of anaesthesia.
Presentation experience
I have never presented this topic before. I have previously presented a short workshop online for ASME on contemporary learning theory and have experience giving oral poster presentations. I have presented internationally (poster) at ASME.
Ethics Approval:
NO
Additional speaker details
YES
Speaker 2
Parallel session speaker name + job title + name of institution which you are representing
Nathan Betteridge, Consultant Anaesthetist,
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Nate is a Consultant Anaesthetist and medical educator based in Manchester. He works in the NW school of anaesthesia and has developed a number of training programmes and courses. He regularly tries to innovate and develop new ways of engaging trainees in learning – from teaching anatomy using the “Human Larynx” to running a leadership and teamwork skills course with “Taskmaster” and a “Top Trumps hospital leadership” activity. Nate has previously assisted with the leadership and development of a peer teachers HEE educator programme and is currently finishing his Masters in Medical Education at the University of Nottingham.
Presentation experience
I have not presented this specific topic before, however I have presented a related topic entitled “The workshop is dead…Long live the workshop” which explored when to use, what good and interactive tools to use and the challenges of using a workshop in education at a regional education meeting. I have also presented the concept of gamification and what has been involved in the courses I’ve developed and the learning ideas/concepts that underpin it at a regional anaesthetic educators meeting.
Ethics Approval:
NO
Do you wish to add another speaker?
NO

Scoring 7 (No escape! A Gamification workshop to help ignite your learners)(Required)

Comments 7

Call for parallel session proposals : Entry # 8 Narrative-based medical professionalism: learning to
Session title:
Narrative-based medical professionalism: learning to
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
Entrustable Professional Activities do not address the gap between what is taught and what is witnessed in the messiness of clinical practice. This workshop explores how medical educators can apply the narrative of three fictional physicians to explore the meaning of professionalism and virtue in action.
Learning Objectives
Objectives
To understand the difference between rule-based professionalism and narrative-based professionalism To develop teaching strategies that bridge the gap between rule-based medical practice and the complexities of real-life clinical practice To experiment using fictional role-model physicians to facilitate the analysis of virtue in action
Session theme:
Teaching and facilitating learning
Does your session specifically target a particular group?
No
Preferred session delivery:
Face to face
Preferred session format:
Workshop
Maximum number of attendees:
15
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
This interactive workshop will be using stories of three fictional doctors to develop how we can develop professionalism
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
Medical professionalism is difficult to assess and teach using competency-based frameworks. Using a narrative -based framework creates deeper understanding of the values and beliefs associated with the medical community
If at all, how do you plan to involve early career researchers in your session?
As a doctoral student of Health and Humanities I hope to use the workshop to expand my research in this topic.
Contact Information
Name of submitting Organisation:
GP School South London HEE
Lead Contact Name:
Dr Niro Amin
Contact Phone:
07979080911
Contact Email:
[email protected]
Alternative Contact Email:
[email protected]
Facilitator / Moderator / Chair details
NO
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Niro Amin, Training Programme Director, Lewisham GP Specialty Scheme South London GP School
Speaker Email
[email protected]
Alternative Speaker Email:
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Niro Amin has been studying Health and Medical Humanities at Birkbeck College since 2013. She is a Training Programme Director for Lewisham GP Specialty Scheme and is aware that since the pandemic there is an urgent need for developing strategies that address physician wellbeing. As a GP champion for Return to Training, it is clear that the challenges of specialty training and increasing professional responsibilities needs to be supported through effective the supervisory relationships. Her research focusses in the intersubjective space and how this can be used for the co-creation and co-production of the physician’s professional identity.
Presentation experience
I have presented at the COGPED Developing Medical Educators Conference April 2023 and at the ASME Conference July 2022 on using Practiced based critical medical humanities in medical education, using the feminist concept of ‘thinking-with’. This is a development of this work focussing on professionalism specifically.
Ethics Approval:
NO
Additional speaker details
NO

Scoring 8 (Narrative-based medical professionalism: learning to)(Required)

Comments 8

Call for parallel session proposals : Entry # 9 Exploring and remediating unconscious bias in medical education and trainng: A participant led exercise
Session title:
Exploring and remediating unconscious bias in medical education and trainng: A participant led exercise
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
Remediating unconscious bias and discrimination through medical education is essential. We developed an interactive, student led exercise, with short presentations, discussion and suggestions for improvement. Crucial is a “safe space” approach. Provisional evidence is positive: In this seminar we invite you to lt roll with medical educators
Learning Objectives
Objectives
– to acquire the skills and methods to facilitate the exploration and remediation of unconscious bias & discrimination (race, gender, class etc) in a participant-led, interactive manner including: – developing the vocabulary and sensitive approach to explore and remediate bias and discrimination – facilitating the articulation of practical remediate steps
Session theme:
Teaching and facilitating learning
Does your session specifically target a particular group?
Yes
Which audience groups is your session targeting:
Undergraduates Postgraduates Managers Academics Nurses, midwives and allied health professionals Researchers Policy Makers
Preferred session delivery:
Face to face
Preferred session format:
Workshop
Maximum number of attendees:
40
Have you presented this in the UK this year?
Yes
If yes, how does your submission build on that work?
In this session, we will work with medical educators, rather than students
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
Participants will be divided in small groups that discuss and present an aspects of bias and discrimination. The groups will be small enough to promote a “safe space’ and individual participation.
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
-DEMEC attendees: A new and innovative, welcome string on the bow of medical education of this important challenge -Institution: It strengthens our case for adopting the “Students as partners in learning and teaching” approach, as embraced by the Higher Education Academy (now Advance -HE) -Medical/healthcare community: helping to remediate the scourge of bias and discrimination
If at all, how do you plan to involve early career researchers in your session?
Yes Three intended facilitators are either FYs with a focus on research, or will be at the time of the conference
Contact Information
Name of submitting Organisation:
Medical School, University of Birmingham
Lead Contact Name:
Dr Gilles de Wildt
Contact Phone:
01214765955
Contact Email:
[email protected]
Alternative Contact Email:
[email protected]
Facilitator / Moderator / Chair details
YES
Facilitator / Moderator / Chair
Facilitator / Moderator / Chair Name
Gilles de Wildt
Facilitator / Moderator / Chair Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Gilles de Wildt is a GP and Global Health Academic. He led the 2011-22 Intercalated BMedSc “Global Health”. Most students on this over-subscribed course carried out original field research overseas or in the UK, answering questions in the host settings and helping to inform the development of better health care and health promotion responses: many publish their work as first authors. Currently, Gilles works on innovative, participant-led learning with regard to exploring and remediating unconscious bias and discrimination, decolonizing global health; and on anchoring other aspects of global, migrant and planetary health in medical curriculums https://www.birmingham.ac.uk/staff/profiles/clinical-sciences/de-wildt-gilles.aspx
Presentation experience
Not on this topic
Ethics Approval:
please select only if appropriate
Additional Facilitator / Moderator / Chair details
YES
Additional Facilitator / Moderator / Chair
Facilitator / Moderator / Chair Name
Dr Sabena Jameel, facilitator TBC
Facilitator / Moderator / Chair Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Sabena Jameel is Associate Clinical Professor in Medical Professionalism and Medical School Quality Assurance Lead. She has three main portfolio roles around teaching, leadership and management, with a golden thread of professionalism running through them all. Dr Jameel is also an inner city GP in Birmingham
Presentation experience
Not on this topic
Ethics Approval:
please select only if appropriate
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Anoushka Ramkumar, TBC. Respondent, facilitor. Currently: 5th year medical student, Birmingham
Speaker Email
[email protected]
Alternative Speaker Email:
[email protected]
Short biography (100 words MAX – note word count below the box)
Anoushka Ramkumar is a final year medical student and a 2021-2022 Intercalating BMedSc “Global Health” alumna. She carried out research in South India on covid vaccine acceptancy and was a panel member on the one day November 2022 Amsterdam “Decolonizing Global Health” conference.
Presentation experience
Yes, at the November 2022 Amsterdam “Decolonizing Global Health” Conference
Ethics Approval:
please select only if appropriate
Additional speaker details
YES
Speaker 2
Parallel session speaker name + job title + name of institution which you are representing
Dr Divya Khanna FY, TBC
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Divya Khanna is a 2021-2022 Intercalating BMedSc “Global Health” alumna. She published her research in Brazil. and delivered international presentations for students and academics on “teaching research”, on leprosy control and in the UK on skin whiteners. She is curently an FY. Khanna D, de Wildt G, Miranda de Souza Duarte Filho LA, Fernandes de Araújo Fonseca AM, Bajaj M, Lai JYF, Lindenmeyer A, Sammarco Rosa P. Improving treatment outcome for leprosy in Pernambuco, Brazil: A qualitative study exploring the experiences and perceptions for retreatment patients and their carers. BMC Infectious Diseases 2021 21:282. DOI: https://doi.org/10.1186/s12879-021-05980-5
Presentation experience
not on this topic
Ethics Approval:
please select only if appropriate
Do you wish to add another speaker?
YES
Speaker 3
Parallel session speaker name + job title + name of institution which you are representing
Chloé Moran TBC
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Chloé Moran is a 2021-2022 Intercalating BMedSc “Global Health” alumna. She carried out qualitative research on perceptions of hospital based birth attendants in Tanzania on safe and respectful birthing and taught year 3 medical students on the same topic, and on her professional and personal journey into research.
Presentation experience
not on this topic
Ethics Approval:
please select only if appropriate
Do you wish to add another speaker?
NO

Scoring 9 (Exploring and remediating unconscious bias in medical education and trainng: A participant led exercise)(Required)

Comments 9

Call for parallel session proposals : Entry # 10 Empowering and supporting neurodivergent medical trainees and students
Session title:
Empowering and supporting neurodivergent medical trainees and students
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
This awareness workshop will provide an overview of the neurodivergent conditions affecting medical trainees and students. We will explore both the strengths and challenges/support needs. Through case-based discussion the participants will learn how to harness the attributes of neurodivergent trainees and enhance educational support strategies.
Learning Objectives
Objectives
1. Describe the main features of neurodivergent conditions in relation to medical trainees/students. 2. Appreciate the strengths of neurodivergent trainees/students and develop strategies to harness those strengths. 3. Work with trainees/students and faculty to develop effective ongoing support strategies and develop a plan to initiate a range of educational/workplace adjustments.
Session theme:
Educational management and leadership
Does your session specifically target a particular group?
No
Preferred session delivery:
Face to face
Preferred session format:
Workshop
Unlimited number of attendees
Yes
Have you presented this in the UK this year?
Yes
If yes, how does your submission build on that work?
Presentation on a similar subject matter has been presented at the HEIW supporting excellence in multi-professional education and MDRS careers conference in 2023. It is imperative this topic has the opportunity for further dissemination to raise awareness amongst the medical education community across the UK to better understand and support neurodivergent trainees and students and improve support strategies. Furthermore, the topic could easily apply to students and trainees across the healthcare profession spectrum.
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
The key ingredient of this workshop is interaction between participants regardless of profession or grade. The richness of discussions and the opportunity to share ideas is important to ensure maximum impact of the workshop. The session will use a variety of methods including the use of polling, group discussion and use of flip charts. The contents of the activities will include various themes related to the neurodivergent conditions in students and trainees.
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
DEMEC attendees – The workshop will enable attendees to enhance their understanding of neurodivergent conditions and develop knowledge and understanding of how to optimise the support they provide to medical students and trainees. This will help to set the conditions for improved student/trainee support and reduce complicated training pathways and enhance patient care. Medical/healthcare community – The workshop will enable attendees to develop awareness and improve support strategies for students/trainees with neurodivegent conditions. This workshop is part of a comprehensive educational package of awareness and support for the faculty supporting neurodivergent students and trainees.
If at all, how do you plan to involve early career researchers in your session?
We plan to have involvement from students, trainee doctors and clinical and educational supervisors to develop this workshop
Contact Information
Name of submitting Organisation:
COPMeD Neurodiversity Group
Lead Contact Name:
Ian Collings
Contact Phone:
07701066444
Contact Email:
[email protected]
Alternative Contact Email:
[email protected]
Facilitator / Moderator / Chair details
YES
Facilitator / Moderator / Chair
Facilitator / Moderator / Chair Name
Ian Collings
Facilitator / Moderator / Chair Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Ian Collings works as a Consultant Psychiatrist in Swansea Bay University Health Board and Director of Medic Professional Support and Development in Health Education & Improvement Wales. Dr Collings has always been passionate about the education of all healthcare professionals. Between 2015 and 2017 Dr Collings was the Wales Deanery Head of School for psychiatry before taking on the interim Deputy Postgraduate Dean role. His HEIW role includes portfolios related to trainee doctor professional support, SAS doctor development, developing global relationships including work around supporting international trainees. He is also program director for the Welsh Clinical Leadership
Presentation experience
HEIW Supporting Excellence in Multi-professional Education (STEME) conference (March 2023) MDRS/COPMeD careers conference (July 2023)
Ethics Approval:
NO
Additional Facilitator / Moderator / Chair details
NO
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Dr Katie Webb, Associate Professor, School of Medicine, Cardiff University
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Katie Webb is Associate Professor in Medical Education and an IHI Improvement Advisor at the School of Medicine Cardiff University. Dr Webb works at the boundaries of psychology and applied social science, exploring and understanding stress management and behavior change, and how education research makes a difference to clinicians’ workplace practice. Dr Webb’s teaching and research portfolio focuses on the education and training of doctors, leading high impact evaluations in health education and training. In her current role she leads on various research including examining preparedness for practice and the impact of Neurodiversity in education and training of doctors.
Presentation experience
NA
Ethics Approval:
NO
Additional speaker details
NO

Scoring 10 (Empowering and supporting neurodivergent medical trainees and students)(Required)

Comments 10

Call for parallel session proposals : Entry # 11 Priority Foundation Allocation for Local Retention – a pilot study in Essex
Session title:
Priority Foundation Allocation for Local Retention – a pilot study in Essex
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
Should the priority allocation system be expanded to allow Medical Schools to offer students Foundation posts where they have undertaken their final assistantships? We will discuss our experience of an Essex wide priority allocation pilot linked to Anglian Ruskin University School of Medicine.
Learning Objectives
Objectives
1. Explore the link between undergraduate curriculum and preparedness for Foundation Year. 2. Discuss how greater flexibility of priority Foundation allocation may improve recruitment and possibly retention of the workforce 3. Understand the allocation process from student perspective
Session theme:
Educational management and leadership
Does your session specifically target a particular group?
No
Preferred session delivery:
Face to face
Preferred session format:
Symposia / panel discussion
Unlimited number of attendees
Yes
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
interactive such as padlet or PollEv.
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
There is wide recognition of the medical workforce challenges associated with the health and care system across Essex with implications for clinical quality, elective recovery from COVID, and bank/agency costs impacting on system financial sustainability. Several initiatives are now at various stages of development to improve the recruitment and retention of the current workforce across Essex. Part of this includes graduation of the first cohort of medical students from Anglia Ruskin University School of Medicine in 2023. A significant body of evidence points towards the role of local systems in encouraging recruitment and retention strategies for tackling long-term workforce challenges. The current system for application to the national UK Foundation Programme (FPAS) is well-developed and been running for many years. Over the past few years, Health Education England (HEE) and UK Foundation Programme Office (UKFPO) have developed priority allocation programmes based on caring, educational and workforce needs. To better understand the benefits, challenges, and acceptability of local allocation in the context of a national process, we have piloted a programme of local graduate priority allocation that extends the current UKFPO/HEE prior allocation process. We will share our processes and experiences of this pilot.
If at all, how do you plan to involve early career researchers in your session?
We will discuss the role of evaluation and research in the implementation and analysis of the pilot, including the role of students in the process.
Contact Information
Name of submitting Organisation:
aru
Lead Contact Name:
georgia winnett
Contact Phone:
07939261466
Contact Email:
[email protected]
Alternative Contact Email:
[email protected]
Facilitator / Moderator / Chair details
YES
Facilitator / Moderator / Chair
Facilitator / Moderator / Chair Name
Helen Johnson
Facilitator / Moderator / Chair Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Helen Johnson, is HEE east of England Deputy post-graduate Dean supporting Foundation. Helen was the previous Foundation School Director and designed and implemented a region-wide simulation programme, encompassing virtual reality, low fidelity skills training and high fidelity scenarios, to support the development and training for all Foundation trainees in EofE. Passionate about inclusion, Helen is championing Less than fulltime (LTFT) training in the region and is now leading the first pilot in the UK to embed a generalist development programme within multiprofessional foundation training.
Presentation experience
nil – this will be the first presentation of the work.
Ethics Approval:
YES
Additional Facilitator / Moderator / Chair details
please select
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Dr Georgia Winnett, Phase 3 lead, Senior Clinical Lecturer, Anglia Ruskin University School of Medicine
Speaker Email
[email protected]
Alternative Speaker Email:
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Georgia Winnett is a consultant nephrologist at Basildon Hospital in Essex and leads the Final Phase of the MBChB programme at Anglia Ruskin University School of Medicine. Currently researching interests include the use of simulation based education for clinical education.
Presentation experience
nil – first time presenting this work.
Ethics Approval:
YES
Additional speaker details
YES
Speaker 2
Parallel session speaker name + job title + name of institution which you are representing
Dr Helen Barker, Foundation Programme Director, East of England.
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Helen Barker is the current Foundation Programme Director for East of England. As previous Deputy Director, she was instrumental in the EofE Welcome to the UK package for overseas doctors who start their first UK post with us, working with our specially appointed FTPD in this area Dr Makker in Watford. Helen also has a passion for preparing trainees and worked in conjunction with the simulation leads to enable EofE to fund virtual reality simulation for all foundation year doctors in EOfE since 2019.
Presentation experience
nil – first time presented.
Ethics Approval:
please select only if appropriate
Do you wish to add another speaker?
please select

Scoring 11 (Priority Foundation Allocation for Local Retention – a pilot study in Essex)(Required)

Comments 11

Call for parallel session proposals : Entry # 12 The Good, the Bad and the Ugly: Chat GPT4 and Medical Education (Resubmission with bios)
Session title:
The Good, the Bad and the Ugly: Chat GPT4 and Medical Education (Resubmission with bios)
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
Chat GPT is an AI-based large language model with promising potential benefits for Medical Education. It also has several negative implications. In this session, we will explore the promises and the concerns surrounding Chat GPT4 and discuss its responsible and ethical use.
Learning Objectives
Objectives
1. An understanding of the use of Chat GPT4 and other large language models in Medical Education. 2. Knowledge of the potential benefits including personalised learning, critical thinking and problem-based learning 3.Awareness of the potential problems including plagiarism, inaccuracy of content, copyright and ethical issues.
Session theme:
Designing and planning learning
Does your session specifically target a particular group?
No
Preferred session delivery:
Face to face
Preferred session format:
Workshop
Maximum number of attendees:
50
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
Engaging topical and controversial content. Expert presenters; Experienced facilitators. Working examples
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
To encourage the considered, appropriate and ethical use of Chat GPT4 and other generative AI
If at all, how do you plan to involve early career researchers in your session?
Very much a topic that early career researchers are currently engaged with and can contribute to the discussion
Contact Information
Name of submitting Organisation:
NHSE
Lead Contact Name:
Iain O’Neill
Contact Phone:
07599406021
Contact Email:
[email protected]
Alternative Contact Email:
[email protected]
Facilitator / Moderator / Chair details
YES
Facilitator / Moderator / Chair
Facilitator / Moderator / Chair Name
Alison Potter
Facilitator / Moderator / Chair Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Alison is Learning Technologies Advisor in NHS England’s Technology Enhanced Learning (TEL) team. She has worked in Learning and Development roles in the NHS for over 20 years, working at both local, regional and national level.
Presentation experience
n/a
Ethics Approval:
please select only if appropriate
Additional Facilitator / Moderator / Chair details
YES
Additional Facilitator / Moderator / Chair
Facilitator / Moderator / Chair Name
Iain O’Neill
Facilitator / Moderator / Chair Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Learning Technology Consultant with a background in health education, higher education, academic skills and English for academic purposes. RPA developer; XR educator and AI philosopher.
Presentation experience
n/a
Ethics Approval:
please select only if appropriate
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Hatim Abdulhussein
Speaker Email
[email protected]
Alternative Speaker Email:
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr. Hatim, a General Practitioner in London, is the Medical Director at Kent Surrey Sussex Academic Health Science Network and National Clinical Lead for AI at NHS England. He co-authored the Sir Keith Pearson Commission into NHS Staff and Learner Mental Health and co-founded the Topol Programme for Digital Health Fellowships. A former Senior Lecturer at Brunel University, he’s now an Honorary Senior Lecturer at Keele University, developing a Masters in Explainable AI in healthcare management. A member of the NICE Technology Appraisals Committee, he advocates for ethical digital transformation in healthcare.
Presentation experience
International Imaging Congress Implementation of AI and Medtech in NHS Strategy Panel Discussion: Legal considerations of AI – who takes responsibility? MEDICRES AI 2023 delivering the ai roadmap & the expected implications for integrated care Medical Intelligence Society Summer Summit 2021 Digital, AI, and Robotics Technologies Education (DART-Ed)
Ethics Approval:
please select only if appropriate
Additional speaker details
YES
Speaker 2
Parallel session speaker name + job title + name of institution which you are representing
Chris Munsch
Speaker Email
[email protected]
Alternative Speaker Email:
[email protected]
Short biography (100 words MAX – note word count below the box)
Chris Munsch is a retired Cardiac Surgeon and was a former chairman of the Joint Committee for Surgical Training (JCST). He has a long-held interest in simulation in surgical training and developed several simulation-based training programmes within his own speciality. This interest has progressed to his current role as Clinical Lead for the NHSE WTE Technology Enhanced Learning Programme, which includes simulation-based education, the development of exciting new learning platforms and the use of evolving technologies such as AI, robotic surgery, and extended realities to aid learning.
Presentation experience
n/a
Ethics Approval:
please select only if appropriate
Do you wish to add another speaker?
NO

Scoring 12 (The Good, the Bad and the Ugly: Chat GPT4 and Medical Education (Resubmission with bios))(Required)

Comments 12

Call for parallel session proposals : Entry # 13 Tackling Differential Attainment and Attrition in Postgraduate medical training in Northern Ireland:
Session title:
Tackling Differential Attainment and Attrition in Postgraduate medical training in Northern Ireland:
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
How do we create Equitable and Inclusive training pathways for everyone? Understanding the context How can we assist & embed N2NI trainees so we encourage them to stay for all of their training and beyond while supporting their learning and training at a personalised & appropriate rate?
Learning Objectives
Objectives
Facilitate ability to be able to look at the issues differently Developing the confidence to challenge poor supervision and behaviours Understanding the importance of seeing issues from a different perspective
Session theme:
Teaching and facilitating learning
Does your session specifically target a particular group?
Yes
Which audience groups is your session targeting:
Managers Administration Policy Makers
Preferred session delivery:
Face to face
Preferred session format:
Workshop
Maximum number of attendees:
50
Have you presented this in the UK this year?
Yes
If yes, how does your submission build on that work?
This project is a live project which has just received additional funding from the DoH to support postgraduates who are N2NI. We will be able to describe how the funding is being used to better support these postgraduate learners
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
there will be breakout groups to discuss best practice, how to engage those in a culturally appropriate/ sensitive manner, dissemination to wider healthcare employers / employees and contemporaneous review of progression so that we provide personalised training / support. Questions and polls will be enabled using Mentimeter or equivalent
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
we hope to raise the profile of this issue in a different way and show that monitoring of protected characteristics can and does work. While we appreciate that this may not be mandatory , just collection of data and viewing of results has worked for under represented groups in NI and this could be translated or cascaded to other minority groups
Contact Information
Name of submitting Organisation:
NIMDTA
Lead Contact Name:
Mary Murnaghan
Contact Phone:
+447740509020
Contact Email:
[email protected]
Alternative Contact Email:
[email protected]
Facilitator / Moderator / Chair details
NO
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Mary Murnaghan, AD PSW NIMDTA Consultant O&G BHSCT
Speaker Email
[email protected]
Alternative Speaker Email:
[email protected]
Short biography (100 words MAX – note word count below the box)
Mary Murnaghan Associate Dean PSW NIMDTA. Graduated QUB 1989, LTFT trainee, appointed Consultant obstetrician gynaecologist in 2003, Foundation programme director following it’s introduction. Head of School for O & G (13 years) and Professional support lead (2019) NIMDTA before AD post. I have a particular interest in support and recently completed an Open studies certificate and then Diploma in Coaching from the University of Warwick. I have completed the first year of a Masters in Applied Positive Psychology in New University of Buckinghamshire. I have also been one of the RCOG Workplace Behaviours Champions in NI.
Presentation experience
MDRS Careers Nottingham July 2023
Ethics Approval:
please select only if appropriate
Additional speaker details
YES
Speaker 2
Parallel session speaker name + job title + name of institution which you are representing
Priscilla Devaseelan, ATSM Director O&G NIMDTA, Consultant O & G BHSCT
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Priscilla Devaseelan is a Consultant Obstetrician & Gynaecologist in Belfast Health & Social Care Trust since 2011. Right from the start of her consultant role, she has developed a key interest in both undergraduate and postgraduate medical education. She is an Honorary Lecturer in Queen’s University, Belfast. Having worked as clinical and educational supervisor for postgraduate trainees for over 10 years, she now has taken on role of ATSM Director/TPD in the School of O&G. She fully enjoys her role as an educator in teaching, mentoring, and providing career advice to trainees. She has trained as an RCOG coach
Presentation experience
MDRS Careers Nottingham July 2023
Ethics Approval:
please select only if appropriate
Do you wish to add another speaker?
please select

Scoring 13 (Tackling Differential Attainment and Attrition in Postgraduate medical training in Northern Ireland:)(Required)

Comments 13

Call for parallel session proposals : Entry # 14 Trialling innovations in Foundation Training at Stockport NHS Foundation Trust
Session title:
Trialling innovations in Foundation Training at Stockport NHS Foundation Trust
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
Since 2016 The North West of England School of Foundation Training and Physician Associates have provided Foundation trainees with longitudinal weekly experience in GP alongside their usual 4 month hospital placements. Stockport NHS Foundation Trust are now trialling new ways of implementing the model through 8 month hospital placements.
Learning Objectives
Objectives
1. To become informed of the benefits of longitudinal training models at Foundation level 2. To learn tips on how to make new training programmes most effective 3. To fully appreciate the importance of independent evaluation – and of including both trainees and their supervisors in this
Session theme:
Designing and planning learning
Does your session specifically target a particular group?
Yes
Which audience groups is your session targeting:
Postgraduates Managers Administration Academics Researchers
Preferred session delivery:
Face to face
Preferred session format:
Symposia / panel discussion
Unlimited number of attendees
Yes
Have you presented this in the UK this year?
No
Contact Information
Name of submitting Organisation:
HEENW
Lead Contact Name:
c/o Dr. Catherine Tregoning
Contact Phone:
07790 984101
Contact Email:
[email protected]
Facilitator / Moderator / Chair details
please select
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Provisional – Dr. Catherine Tregoning, Chartered Psychologist & Postdoctoral Consultant
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Please note – due to ongoing health issues, I may be replaced by a colleague…… I have worked within medical education for almost 25 years. As a Chartered Health Psychologist I work both across the NHS and private practice, supporting mental health and wellbeing, as well as conducting research to improve the postgraduate medical trainee’ experience.
Presentation experience
Whilst I have presented at many conferences and ran workshops over a number of years….. This exact topic around Foundation training at Stockport has not previously been presented by myself.
Ethics Approval:
please select only if appropriate
Additional speaker details
NO

Scoring 14 (Trialling innovations in Foundation Training at Stockport NHS Foundation Trust)(Required)

Comments 14

Call for parallel session proposals : Entry # 15 Medical Licensing Assessment: sharing reflections prior to the MLA’s launch and looking to the future.
Session title:
Medical Licensing Assessment: sharing reflections prior to the MLA’s launch and looking to the future.
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
As we look towards the Medical Licensing Assessment (MLA) going live in 2024, this session will reflect on the model being introduced, the themes emerging from our engagement with stakeholders during the process to implement the MLA, and consider future plans for the MLA.
Learning Objectives
Objectives
1. Gain an understanding of the General Medical Council’s Framework for the MLA prior to its introduction in 2024. 2. Gain an insight into the key themes and findings identified during the MLA’s implementation process. 3. Gain an awareness of future plans for the MLA, including in the context of the Long Term Workforce Plan recently published by NHS England.
Session theme:
Assessment of learning
Does your session specifically target a particular group?
No
Preferred session delivery:
Virtual
Preferred session format:
Workshop
Unlimited number of attendees
Yes
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
The session will aim to use a variety of options to ensure interaction and increase attendee’s participation: – Polls to obtain an immediate reaction on specific questions and find out more about attendees’ priorities from the themes emerging from the implementation work – Quiz-type questions to generate an interest and secure a greater understanding of the MLA. – Open questions and discussion to identify attendees’ areas of interest in future developments for the MLA and provide insights to inform our work.
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
When it is launched the MLA will be taken by 25,000-30,000 candidates each year and form part of the evidence required to join the register. Doctors join our healthcare system – from both the UK and overseas – with a great variety of experience. There are many benefits from this diversity. There continues to be a dramatic increase in international medical graduates joining the UK medical register, concurrent to an increase in medical school places and the number of medical schools seeking GMC approval. Amidst this growth, the MLA will offer consistency and assurance that doctors joining the workforce, as graduates of UK medical schools, or international doctors joining the register via the examination route, have met a common threshold for safe practice. The MLA is intended to release several benefits. These include assurance that students at UK medical schools and international doctors taking the examination route to registration are assessed on the same core knowledge, skills and behaviours for UK practice, that our standards reflect changing health needs and that doctors new to the register are able to provide safe care. The intention is that the MLA will offer assurance to us and the wider healthcare system. The MLA is referenced in the Long-Term Workforce Plan recently published by NHS England. The MLA’s introduction should support innovation in the education and training of doctors. The session plans to provide delegates with an insight into the model for the MLA, its significance for improving assessment and how it can become an enabler of future developments in the medical/healthcare community.
If at all, how do you plan to involve early career researchers in your session?
The team introducing the MLA includes a number of individuals early in their policy and research careers.
Contact Information
Name of submitting Organisation:
General Medical Council
Lead Contact Name:
Judith Chrystie
Contact Phone:
07825 453742
Contact Email:
[email protected]
Alternative Contact Email:
[email protected]
Facilitator / Moderator / Chair details
NO
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Judith Chrystie
Speaker Email
[email protected]
Alternative Speaker Email:
[email protected]
Short biography (100 words MAX – note word count below the box)
Judith Chrystie is an Assistant Director at the GMC and the Senior Responsible Owner for our work to develop and implement MLA. Since 2018, Judith has led the cross-organisational team of assessment experts, policy leads, project and programme professionals, communication specialists, and data and research experts who are working together – and with external stakeholders and delivery partners – to deliver the MLA in 2024. Prior to working on the MLA, Judith was an Assistant Director in the GMC’s Registration and Revalidation and a partner at law firm, Field Fisher where she specialised in public and regulatory law.
Presentation experience
Various elements of the MLA’s development have featured at number of conferences since work started on its implement in 2018. This session will be the first conference at which the themes and findings from the implementation process will be shared and the next steps for the MLA following it’s launch will be presented.
Ethics Approval:
please select only if appropriate
Additional speaker details
YES
Speaker 2
Parallel session speaker name + job title + name of institution which you are representing
Suzanne Chamberlain
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Suzanne Chamberlain is the Head of MLA Assessment and Medical School Liaison at the GMC. In this role she provides experts assessment advice to support the MLA’s development, leads on our oversight of the applied knowledge test for students at UK medical schools, and leads on our reporting, data and evaluation work for the MLA. Suzanne has worked in assessment for over 20 years, and had roles in a medical school, the UK’s largest GCSE and A-level awarding body, and the National School of Healthcare Science. She is an Honorary Professor at the University of Birmingham.
Presentation experience
See above.
Ethics Approval:
please select only if appropriate
Do you wish to add another speaker?
NO

Scoring 15 (Medical Licensing Assessment: sharing reflections prior to the MLA’s launch and looking to the future.)(Required)

Comments 15

Call for parallel session proposals : Entry # 16 Becoming Simulation Faculty: a national programme to develop and accredit faculty for simulation-based practise
Session title:
Becoming Simulation Faculty: a national programme to develop and accredit faculty for simulation-based practise
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
This session addresses the design and planned implementation of a national simulation educator (faculty) development programme led by the NHS England Technology Enhanced Learning Programme. Participants will have opportunity to consider its core objectives, relevance to their practise, and engagement with its future expansion into specialised areas of simulation use.
Learning Objectives
Objectives
To explore the design and structure of the core simulation educator development programme and its component e-learning and practical workshop elements. To describe the relevance of this programme to support wider adoption of high quality simulation-based learning in health and care workforce education. To identify how this programme will provide evidence of professional development for educators through CPD or microcredentials.
Session theme:
Teaching and facilitating learning
Does your session specifically target a particular group?
No
Preferred session delivery:
Face to face
Preferred session format:
Workshop
Maximum number of attendees:
60
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
World café style small group work (groups of 6-8) to build knowledge of core learning objectives required for simulation-based educators and how these are achieved within this blended learning programme. Polling opportunities to identify supplemental or more advanced topics that should be developed for experienced educators or areas of specialised simulation practise. Use of conference app to collate questions for immediate discussion or follow up from the project team.
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
DEMEC attendees will be able to become involved in the early implementation and evaluation of this national educator development programme through its promotion within their professional and specialty communities. This programme will be aligned with the national Educator Workforce Strategy and the Long Term Workforce Plan as key priority workstreams within the NHS. There will be an early opportunity for individuals to complete the programme as a learner if relatively new to simulation-based learning, or to support delivery of the core practical workshops supported by colleagues within the NHSE Simulation and Immersive Learning Technologies team.
If at all, how do you plan to involve early career researchers in your session?
Early career researchers will be offered the opportunity to work alongside the national programme team in undertaking an evaluation of this core programme and its potential impact for different areas of the workforce.
Contact Information
Name of submitting Organisation:
NHS England
Lead Contact Name:
Prof Bryn Baxendale
Contact Phone:
07957632345
Contact Email:
[email protected]
Alternative Contact Email:
[email protected]
Facilitator / Moderator / Chair details
YES
Facilitator / Moderator / Chair
Facilitator / Moderator / Chair Name
Prof Bryn Baxendale
Facilitator / Moderator / Chair Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Bryn Baxendale is a Clinical Advisor and lead for Simulation and Immersive Learning Technologies within the NHS England Technology Enhanced Learning programme. He has over 20 years of practical and leadership experience with the use of simulation and new learning technologies within the contexts of multiprofessional education or patient safety improvement in health and care. He has been an invited speaker at national and international conferences and has published over 20 original and review papers in the field.
Presentation experience
Association for Simulated Practice in Healthcare annual conference (November 2022) Academy of Medical Educators annual conference keynote speaker ( September 2021)
Ethics Approval:
NO
Additional Facilitator / Moderator / Chair details
YES
Additional Facilitator / Moderator / Chair
Facilitator / Moderator / Chair Name
Prof Gabriel Reedy
Facilitator / Moderator / Chair Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Gabriel Reedy is programme director for the Masters in Clinical Education programme and is on faculty at King’s College London. He holds a PhD in Cognitive and Educational Psychology and a Master of Education in Curriculum and Instruction from the University of Washington, in Seattle (USA). He is a Fellow of the Academy of the Society for Simulation in Healthcare, and Editor-in-Chief of Advances in Simulation. His research focuses on how healthcare professionals, scientists, clinicians, and emergency responders learn, and in turn, how to support and train them more effectively with a specific interest in the use of simulation-based methods.
Presentation experience
Association for Simulated Practice in Healthcare annual conference (November 2022) International Meeting for Simulation in Healthcare (January 2023)
Ethics Approval:
NO
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Mark Fores, Senior Nurse Workforce Delivery, NHS England
Speaker Email
[email protected]
Alternative Speaker Email:
[email protected]
Short biography (100 words MAX – note word count below the box)
Mark Fores is a senior nurse working with the national workforce education and training directorate at NHS England. He has extensive experience with simulation-based education and training as an educator as well as system leader. He has been on the national simulation educator development project team since its initiation, and has a strong interest in promoting high quality standards of practice in simulation-based practise that are relevant to current and future workforce development.
Presentation experience
Association for Simulated Practice in Healthcare annual conference (November 2022)
Ethics Approval:
NO
Additional speaker details
YES
Speaker 2
Parallel session speaker name + job title + name of institution which you are representing
Caroline Cocking, Senior Resuscitation and Simulation Educator, Derby Hospitals NHS Foundation Trust
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Caroline is a Registered Nurse with over 30 years working in a variety of healthcare settings including adult and paediatric ITU and HDU environments in both clinical, managerial, research and practice development roles. She has been on the national simulation educator development project team since its initiation, whilst remaining active as an educator delivering simulation-based education and resuscitation training to all levels of Trust staff including medical students and doctors in training. Caroline is currently co-chair of the East Midlands Simulation Network.
Presentation experience
Association for Simulated Practice in Healthcare annual conference (November 2022)
Ethics Approval:
NO
Do you wish to add another speaker?
YES
Speaker 3
Parallel session speaker name + job title + name of institution which you are representing
Chris Gay, Project Manager in Simulation and Immersive Technologies, NHS England
Speaker Email
[email protected]
Alternative Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Chris Gay is a Project Manager with the Simulation & Immersive Learning Technologies Team at NHS England and has responsibility for managing the national simulation faculty development project within that role. He has a Master of Science in Health and Social Care Management (University of Bradford). Previously he had over 10 years experience as a senior simulation learning technician in the Hull Institute of Learning and Simulation, and is an active advocate for the professional development and recognition of simulation and immersive learning technologists within the wider healthcare education system.
Presentation experience
Association for Simulated Practice in Healthcare annual conference (November 2022)
Ethics Approval:
NO
Do you wish to add another speaker?
NO

Scoring 16 (Becoming Simulation Faculty: a national programme to develop and accredit faculty for simulation-based practise)(Required)

Comments 16

Call for parallel session proposals : Entry # 17 We Got the WHOLE Team Here” – Interprofessional Multidisciplinary Simulation, featuring Police & Youth Workers
Session title:
“We Got the WHOLE Team Here” – Interprofessional Multidisciplinary Simulation, featuring Police & Youth Workers
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
An innovative approach to in situ simulation, exploring challenging scenarios in the Emergency Department, taking a multidisciplinary team approach, including the police and youth workers. The case example of an adolescent presenting with stabbing focuses on de-escalation, communication and working across professional boundaries to improve outcomes for vulnerable young people.
Learning Objectives
Objectives
-Innovation in in situ simulation – an approach to design and implementation of sim for health, police and third sector services. -Tackling challenging scenarios – discussion around challenging communication scenarios and skills / techniques to handle these. -Focus on youth violence – addressing the increasing problem of youth violence in the community, and highlighting valuable resources and professional support.
Session theme:
Designing and planning learning
Does your session specifically target a particular group?
Yes
Which audience groups is your session targeting:
Undergraduates Postgraduates Nurses, midwives and allied health professionals Other (please specify)
Other Audience Group
Police, social prescribers and youth support services
Preferred session delivery:
Face to face
Preferred session format:
Symposia / panel discussion
Unlimited number of attendees
Yes
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
-Video – a video clip of an example multidisciplinary interprofessional in situ simulation will be shown for group analysis and to generate group discussion -Mentimeter polls – audience participation will be encouraged through a range of interactive polls and questions throughout the session -Post-it note activities – there will be potential for some group work, involving post-it notes / mindmaps / visual aids, with the opportunity to feed back to the rest of the group
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
Benefits as follows: -DEMEC attendees – inspiration and innovation in the context of in situ simulation sessions. Encouraging development of alternative scenarios and effective utilisation of simulation to tackle challenging scenarios, in a psychologically safe setting -Healthcare community – encouragement of increasing multidisciplinary and interprofessional educational activities, across different specialties -Wider community – this session also highlights the current challenges around increased youth violence in the community, suggests ways of supporting young people presenting to the hospital setting, and signposts to useful resources
If at all, how do you plan to involve early career researchers in your session?
This simulation and the debrief session would provide insight into a variety of careers working across healthcare and other sectors; to provide support to vulnerable young people.
Contact Information
Name of submitting Organisation:
Royal London Hospital
Lead Contact Name:
Mumtaz Mooncey
Contact Phone:
07981477816
Contact Email:
[email protected]
Alternative Contact Email:
[email protected]
Facilitator / Moderator / Chair details
NO
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Mumtaz Mooncey, Paediatric Trainee, Royal London Hospital
Speaker Email
[email protected]
Alternative Speaker Email:
[email protected]
Short biography (100 words MAX – note word count below the box)
Mumtaz is a Paediatric trainee with great enthusiasm for team learning. She believes that we rise by lifting others and makes it her mission to empower team members to activate positive change, irrespective of job role or title. In her roles as Simulation/Education Fellow at the Royal Free and Royal London hospitals, she designed and promoted multiple multidisciplinary educational opportunities. Through working with the YourStance charity, she is addressing youth violence reduction, through simulation learning in the community. She is a huge believer in positivity, and hopes that through continued multidisciplinary interprofessional learning, we can continue to shine together.
Presentation experience
N/A
Ethics Approval:
NO
Additional speaker details
YES
Speaker 2
Parallel session speaker name + job title + name of institution which you are representing
Becky Platt, Advanced Clinical Practitioner, Royal London Hospital and Senior Lecturer QMUL
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Becky Platt is an Advanced Clinical Practitioner in Paediatric A&E at the Royal London, executive director of Don’t Forget the Bubbles and a senior lecturer on the PEM MSc at QMUL. She was awarded the British Empire Medal in 2021 for her overseas humanitarian work. Becky is passionate about humanity in healthcare, putting patients first, and caring for staff. She is a committed educator and loves teaching in a variety of ways including conference talks around the world, plus blog posts, YouTube videos and Twitter tips. She is committed to facilitating learning and recovery from incidents through debrief.
Presentation experience
N/A
Ethics Approval:
NO
Do you wish to add another speaker?
NO

Scoring 17 (We Got the WHOLE Team Here” – Interprofessional Multidisciplinary Simulation, featuring Police & Youth Workers)(Required)

Comments 17

Call for parallel session proposals : Entry # 18 ‘Stop, that’s inappropriate’; How do we train healthcare students to be active bystanders?
Session title:
‘Stop, that’s inappropriate’; How do we train healthcare students to be active bystanders?
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
This session will help attendees understand methods of training students to tackle discrimination they may see in the clinical environment. We will draw on the evidence base and our own experience delivering resources in this field to discuss methods of teaching this material, as well as challenges that occur.
Learning Objectives
Objectives
-To understand the importance of integrating these skills into healthcare curricula. -To understand how we can teach the 5Ds of being an active bystander. -To reflect on and discuss challenges in teaching healthcare students how to speak up and be active bystanders.
Session theme:
Teaching and facilitating learning
Does your session specifically target a particular group?
No
Preferred session delivery:
Face to face
Preferred session format:
Workshop
Unlimited number of attendees
Yes
Have you presented this in the UK this year?
Yes
If yes, how does your submission build on that work?
A smaller version was presented at a local NHS trust conference, so this conference allows us to interact with a wider audience working in a more diverse range of environments. Between then (July) and DEMEC we are beginning to expand the resource, creating a more comprehensive curriculum. As this workshop is discussion based, we also want to learn more about the views of teachers on this area of tackling discrimination- what challenges them in this area? Where are more resources needed? So that we can further develop our open access resources going forward.
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
The majority of this workshop will be discussion based with delegates in small groups working on teaching scenarios around the subject of using the 5Ds, and considering themselves how they may struggle to be an active bystander, facilitated by the speakers. We will also have a pre and post survey/polling assessing the views of participants on the likelihood of them intervening in scenarios like this themselves, and a larger Q+A function in the plenary to draw the thoughts of the smaller groups together.
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
Attendees: -Develop skills in this area of teaching for which there is currently limited healthcare specific resourcing. -To network with others interested in, or working in, the field of anti-discrimination work. Our institution: -Understanding the needs of those who we hope will use our open access resources in the future -Consider aspects of designing an anti discrimination curriculum we may not have previously- potentially by learning from what other institutions have done. Medical/Healthcare community: -Spreading knowledge around the need to teach these skills to a wider audience, which comes down to being a patient safety and staff retention issue in reducing discrimination, bullying and harassment.
If at all, how do you plan to involve early career researchers in your session?
This resource has been created as a collaboration of medical students, F1/2s and clinical skills staff at the University, meaning students as early career researchers are heavily involved. Also Nic Miller (facilitator) will be an FY1 at the time of presenting this work and is therefore an early career researcher.
Contact Information
Name of submitting Organisation:
University of Nottingham
Lead Contact Name:
Nic Miller
Contact Phone:
07771877114
Contact Email:
[email protected]
Facilitator / Moderator / Chair details
NO
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Dr Nic Miller, FY1 Doctor, Sherwood Forest Hospitals Trust
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Nic is an FY1 doctor in Nottinghamshire, interested in paediatrics and medical education. He is the co-author of the Clinical Active Bystander, a resource we have been developing at the University of Nottingham, and is now involved in turning this into a curriculum. He has also previously published ‘So You Want to Decolonise Your Medical School?’- a guide to help medical students decolonise their curricula. He has led a number of workshops on both being, and teaching healthcare professionals how to be, active bystanders and intervene in incidents of discrimination.
Presentation experience
I ran a workshop to local trust staff on training them in teaching how to be an active bystander in July 2023. In May 2023, alongside the University of Nottingham team at the International Clinical Skills conference, I presented a poster on this topic, and assisted in delivering a roundtable on being an active bystander and a workshop on inclusive clinical reasoning. I have also presented a poster at the ASME ASM in 2022 on a guide I authored to help with decolonising medical schools. I have also ran smaller reading groups on topics in this area previously.
Ethics Approval:
NO
Additional speaker details
YES
Speaker 2
Parallel session speaker name + job title + name of institution which you are representing
Dr John Frain, Clinical associate professor and GEM director of Clinical Skills, University of Nottingham
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr John Frain is a GP, Clinical Associate Professor and GEM Director of Clinical Skills at the University of Nottingham. He was received numerous awards for teaching including the School of Medicine’s ‘Above and Beyond’ award (2017), and Equality, Diversity and Inclusion award (2023) and the University’s Lord Dearing Award (2021). He has particular interest in the evidence-base for the history and examination. Dr Frain is a co-editor and chapter author of Wiley’s ABC books in Professionalism, Clinical Communication, Resilience, Clinical Reasoning (2nd ed, 2022) and Equality, Diversity and Inclusion in Healthcare.
Presentation experience
Dr Frain has previously presented workshops at the International Clinical Skills Conference 2023 at being an active bystander in healthcare and on inclusion in clinical reasoning. He has presented over 30 thirty papers and workshops at both national and international conferences on topics related to medical education.
Ethics Approval:
NO
Do you wish to add another speaker?
NO

Scoring 18 ('Stop, that's inappropriate'; How do we train healthcare students to be active bystanders?)(Required)

Comments 18

Call for parallel session proposals : Entry # 19 SAS and LE doctor training and career pathways: obstacles and opportunities
Session title:
SAS and LE doctor training and career pathways: obstacles and opportunities
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
We will explore how future ways of training can be adapted to reflect healthcare system pressures. The emphasis will be on exploring how the SAS and LE workforce can be productively involved in the provision of education and training. We will also highlight obstacles and opportunities in their career pathways.
Learning Objectives
Objectives
To understand the differing career aspirations of LE and SAS doctors To share an understanding of how these doctors can better be utilised in the provision of training and education with reference to existing recommendations To provide a common and consistent understanding of what the SAS and LE career journeys entail so participants can learn to become allies
Session theme:
Designing and planning learning
Does your session specifically target a particular group?
No
Preferred session delivery:
Face to face
Preferred session format:
Symposia / panel discussion
Unlimited number of attendees
Yes
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
We will ask participants to submit questions to the panel via the app and may also use polls to ascertain the starting level of knowledge and opinions.
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
Benefits for attendees are a greater understanding of the role of LE and SAS doctors and an exploration of how the skills and knowledge of these groups of doctors can benefit the healthcare system. This greater understanding would benefit these doctors by offering them more rewarding career pathways.
Contact Information
Name of submitting Organisation:
Academy of Medical Royal Colleges
Lead Contact Name:
Claire Coomber
Contact Phone:
02074906810
Contact Email:
[email protected]
Facilitator / Moderator / Chair details
please select
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Dr Fiona Donald, Vice-chair for Workforce, Academy of Medical Royal Colleges
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Fiona Donald is a consultant anaesthetist at North Bristol NHS Trust and has a longstanding interest in medical education and training. She is currently President of the Royal College of Anaesthetists (RCoA)and Vice-Chair for workforce at the Academy of Medical Royal Colleges. In the past she has had roles as College Tutor, Education Director for the Bristol School of Anaesthesia and Chair of the Final Fellowship exam of the RCoA. She has also been involved in development of multiprofessional team training in obstetrics in the UK and abroad.
Presentation experience
I have extensive experience as a presenter, panel chair and panel member. I have not presented on this precise topic although I regularly present and take part in discussions on aspects of training and career pathways.
Ethics Approval:
please select only if appropriate
Additional speaker details
YES
Speaker 2
Parallel session speaker name + job title + name of institution which you are representing
One of the vice-chairs from the Academy SAS committee – to be confirmed – then a 3rd speaker
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
to follow
Presentation experience
to follow
Ethics Approval:
please select only if appropriate
Do you wish to add another speaker?
please select

Scoring 19 (SAS and LE doctor training and career pathways: obstacles and opportunities)(Required)

Comments 19

Call for parallel session proposals : Entry # 20 An Introduction to Academic Medicine
Session title:
An Introduction to Academic Medicine
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
In a symposium led by academic doctors, attendees will explore academic medicine. We will discuss and learn about the concept of academic medicine, its relevance and benefits for all doctors, various career paths, and opportunities in medical school including a buddying scheme and journal club.
Learning Objectives
Objectives
Define academic medicine: Provide a clear understanding of academic medicine and its role in advancing healthcare. Highlight benefits: Showcase the diverse career paths and benefits of academic medicine such as contributing to medical knowledge and shaping the future of healthcare. Inspire and engage: Motivate by sharing personal experiences, highlighting the realistic rewards and challenges of a career in academic medicine.
Session theme:
Educational scholarship & evidence-based practice
Does your session specifically target a particular group?
No
Preferred session delivery:
Face to face
Preferred session format:
Symposia / panel discussion
Unlimited number of attendees
Yes
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
Menti will be used at the beginning and end to show current knowledge and confidence on the topic. Q&A sessions at the end of the talk. We will allocate time for students to ask questions about academic medicine. Address their queries, provide insights, and facilitate discussions around their interests and concerns. Encourage peer to peer discussions to share their experiences, aspirations, and questions related to academic medicine with their peers. Facilitate group discussions where they can learn from one another and exchange ideas. Networking opportunities by arranging a buddying scheme to be matched with a current or past Specialised foundation doctor. This will encourage students to interact with academic physicians and researchers. Encourage students to ask questions, seek advice, and establish connections with professionals in the field.
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
Offers a specialised session focused on an important aspect of medical education and career development. Particularly with regard to increasing knowledge equity of the integrated clinical academic training pathway (ICAT). We also hope the symposium will create a platform for networking among medical students and clinical academics. Attendees can establish connections, share experiences, and foster collaboration on current and future projects as well as providing career guidance and inspiration in a supportive space. The talk has been successfully delivered 3 times to medical students in years 1 – 4 at a medical school in the North West of England. This symposium should also provide a demonstration to educators on the efficacy of a near-to-peer lecture on improving equity and interest in the ICAT pathway. We hope to increase awareness on importance of evidence based medicine and proficiency of all doctors in research and encourage all doctors to partake in some form of academic activities.
If at all, how do you plan to involve early career researchers in your session?
This session will be run by current specialised foundation trainees.
Contact Information
Name of submitting Organisation:
The Northern Care Alliance
Lead Contact Name:
Gillian Manchip
Contact Phone:
07889040553
Contact Email:
[email protected]
Facilitator / Moderator / Chair details
NO
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Dr Gillian Manchip, Specialised Foundation Doctor, Northern Care Alliance
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Gillian Manchip is a current Specialised Foundation Doctor working for the Northern Care Alliance. Gillian graduated from the University of Manchester (UOM) School of medicine in 2022. In addition, she holds a BSc in Medical Sciences from the University of St Andrews and an MRes in Tissue Engineering for Regenerative Medicine. Gillian is pursuing an academic career in ENT with an interest in global surgery. She has presented her work nationally and internationally, and has held national and regional leadership roles for Incision UK and ENT UK.
Presentation experience
Not been presented at other conferences.
Ethics Approval:
please select only if appropriate
Additional speaker details
YES
Speaker 2
Parallel session speaker name + job title + name of institution which you are representing
Dr Zeryab Meyer, Specialised Foundation Doctor, Northern Care Alliance
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Zeryab Meyer is an Academic Foundation Doctor practicing in Greater Manchester. Dr Meyer is interested in pursuing a career in Academic Psychiatry, with a focus on psychosis research and medical education. Dr Meyer graduated from University of Liverpool School of Medicine in 2022. In addition to his medical degree, Dr Meyer holds a degree in Neuroscience from King’s College London, where his dissertation focused on the impact of the COVID-19 pandemic on rates of First Episode Psychosis. Dr Meyer has presented at multiple national and international conferences in the past, including the Royal College of Psychiatrists International Congress.
Presentation experience
Nil
Ethics Approval:
please select only if appropriate
Do you wish to add another speaker?
YES
Speaker 3
Parallel session speaker name + job title + name of institution which you are representing
Dr Ghazn Khan, Specialised Foundation Doctor, Northern Care Alliance
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Ghazn Khan is a current SFP doctor based at Northern Care Alliance. His main area of interest is in medical imaging and education. Dr Khan graduated from university of Manchester in 2022 and additionally holds a MSc in neuroimaging for cognitive and clinical neuroscience. His dissertation focussed on the use of AI in segmentation of multiple sclerosis lesions on brain MRI. He has published and presented work at national and international conferences.
Presentation experience
Nil
Ethics Approval:
please select only if appropriate
Do you wish to add another speaker?
NO

Scoring 20 (An Introduction to Academic Medicine)(Required)

Comments 20

Call for parallel session proposals : Entry # 21 How can GP Specialty training meet the challenge of the Deep End
Session title:
How can GP Specialty training meet the challenge of the Deep End
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
‘Deepend’ GP practices, those in deprived areas face unique challenges. They are under represented amongst training environments. This workshop examines some of the barriers to engagement and how can exposure of GP specialty trainees to clinical environment can be promoted.
Learning Objectives
Objectives
1) Increase awareness of disproportionate engagement with GP training 2) Examine barriers to engagement 3) Examine ways to increase exposure of GP specialty trainees to ‘Deepend’ practices and their local environments.
Session theme:
Designing and planning learning
Does your session specifically target a particular group?
No
Preferred session delivery:
Face to face
Preferred session format:
Workshop
Maximum number of attendees:
50
Unlimited number of attendees
Yes
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
Group work Polling
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
There is increasing awareness of the interplay between health and social deprivation, this is a theme which is only just coming to the fore in Medical Education. General practice offers medical students and GP Specialty trainees important opportunities to experience the health and social consequences of inequality. To offer optimal opportunities more ‘depend’ practices need to be developed as educational resources. To do so we need to examine the barriers they experience and the ways to facilitate better engagement. This workshop hilghligts these issues and will permit discussions about solutions. We propose also to discuss ways to promote wider experience of such enviromments to learners.
If at all, how do you plan to involve early career researchers in your session?
We hope to identify some research opportunities concerning implementation of plans to widen and deepen training in locations working with socially deprived populations.
Contact Information
Name of submitting Organisation:
Health education and Improvement Wales
Lead Contact Name:
Peter Saul
Contact Phone:
07775777884
Contact Email:
[email protected]
Alternative Contact Email:
[email protected]
Facilitator / Moderator / Chair details
NO
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Dr Peter Saul
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Peter is an Associate Dean at Health Education and Improvement Wales and works as a GP and OOH doctor in North Wales. He is an undergraduate tutor for Cardiff medical school and Visiting Professor at Wrexham Glyndwr University. A former Joint Chair of RCGP Wales with Dr Mair Hopkin they bare helping set up a ‘Deepend’ network in Wales to network with others across the UK and worldwide.
Presentation experience
Not previously presented on this topic. Have presented workshops at DEMEC previously
Ethics Approval:
NO
Additional speaker details
YES
Speaker 2
Parallel session speaker name + job title + name of institution which you are representing
Dr Mair Hopkin
Speaker Email
[email protected]
Alternative Speaker Email:
[email protected]
Short biography (100 words MAX – note word count below the box)
Mair was a GP partner in South Wales for 32 years. She is an Associate Dean covering Gwent and South Powys and has responsibility for Training the Trainers. She was Joint Chair of the Royal College of General Practitioners in Wales with Professor Peter Saul 2018-2021. They successfully bid for funding from Welsh Government to set up a Deep End project in Wales.
Presentation experience
None
Ethics Approval:
please select only if appropriate
Do you wish to add another speaker?
please select

Scoring 21 (How can GP Specialty training meet the challenge of the Deep End)(Required)

Comments 21

Call for parallel session proposals : Entry # 22 Being the best and better than the rest: competitive behaviours in medical students
Session title:
Being the best and better than the rest: competitive behaviours in medical students
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
In a profession that relies on teamwork, how does the hidden curriculum of competitiveness in medical students contribute to wellbeing and learning? Do negative competitive behaviours contribute to systemic issues in the NHS? How do medical educational institutions inadvertently encourage these negative behaviours? This workshop will be discursive and competitive!
Learning Objectives
Objectives
1. Explain advantages and disadvantages of competitive behaviours in medical education 2. Describe examples of competitive behaviours medical students 3. Discuss potential longitudinal implications of competitive behaviours on systemic NHS issues including toxic hierarchies and blame cultures
Session theme:
Educational management and leadership
Does your session specifically target a particular group?
No
Preferred session delivery:
Face to face
Preferred session format:
Workshop
Maximum number of attendees:
100
Unlimited number of attendees
Yes
Have you presented this in the UK this year?
Yes
If yes, how does your submission build on that work?
A workshop was delivered at AOME introducing the theme of competitive behaviours in medical students. This workshop will build on that concept, with an aim of exploring further the factors that encourage such behaviours at medical school and the potential long term impacts of competitive behaviours in the NHS
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
The session will include interactive competitive games and small group discussions on vignettes of medical student experiences and discussions on how aspects of the medical curriculum encourage competitive behaviours
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
DEMEC attendees will be introduced to a concept with limited available academic literature. Healthcare educators will be able to reflect on their own practices and review aspects of their respective curriculums to improve wellbeing and learning of medical students.
If at all, how do you plan to involve early career researchers in your session?
This research initially began whilst the lead presenter was a medical student. The topic is relevant to those with an interest in medical education and it is hoped the workshop will inspire early career educators to pursue areas that interest them in medical education
Contact Information
Name of submitting Organisation:
Cardiff University
Lead Contact Name:
Matthew Lee
Contact Phone:
07876163115
Contact Email:
[email protected]
Alternative Contact Email:
[email protected]
Facilitator / Moderator / Chair details
NO
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Dr Matthew RD Lee, medical graduate, Cardiff University
Speaker Email
[email protected]
Alternative Speaker Email:
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Lee studied at Cardiff medical school and recently completed his foundation training years in North Wales. He completed an intercalated degree in Medical Education, following which he developed an interest in competitive behaviours amongst medical students. He has a keen interest in doctor and student wellbeing and burnout, and has worked with Cardiff University developing aspects of the medical school curriculum to promote this. Additionally, as Sustainability Lead for Doctors’ Association UK, Dr Lee delivered multiple teaching sessions on climate and health to both professionals and parliamentarians. He enjoys hill walking, a variety of sports and plays the trombone.
Presentation experience
Delivered a successful workshop to the AOME INHWE conference on this topic. Delivered a virtual poster on Self-regulated learning techniques at DEMEC 2021. Additional presentations on different topics include multiple presentations on climate and health, delivering teaching sessions at wilderness and expedition medicine conferences, and has a variety of experience in teaching in medical education as well as a music teacher, squash coach and ski instructor.
Ethics Approval:
YES
Additional speaker details
NO

Scoring 22 (Being the best and better than the rest: competitive behaviours in medical students)(Required)

Comments 22

Call for parallel session proposals : Entry # 23 Seven years of Enhancing Doctor’s Working Lives – where we’ve been and what’s next?
Session title:
Seven years of Enhancing Doctor’s Working Lives – where we’ve been and what’s next?
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
Enhancing Doctor’s Working Lives was established in 2016 to tackle workplace issues preventing doctors from working to their best ability. There have been many successes, including facilitating flexible training and improving recruitment processes. We will explore successes and look ahead as the programme expands scope in the new NHS England.
Learning Objectives
Objectives
1. To learn about the Enhancing Doctor’s Working Lives programme and explore examples of initiatives that have been implemented. 2. To understand the plans for the programme going forward as its scope expands to cover locally employed doctors as well as doctors in training. 3. To consider how the expanded programme could be implemented in the participant’s local context.
Session theme:
Teaching and facilitating learning
Does your session specifically target a particular group?
Yes
Which audience groups is your session targeting:
Postgraduates Managers Administration Policy Makers
Preferred session delivery:
Face to face
Preferred session format:
Symposia / panel discussion
Unlimited number of attendees
Yes
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
The session will provide • An introduction to the Enhancing Doctor’s Working Lives programme. This will outline why the programme exists, what initiatives have come out of it and outline plans for the coming years in the new NHS England. We will invite questions from the audience for the Chair or Fellows. • Short insights into some successful initiatives from the programme, including Flexibility in training, Improvements in Recruitment and selection processes, and examples of best practice e.g. in E-rostering and self-development time • Following sharing these, there will be a panel, which will be facilitated by the Chair. All questions will come from the audience, allowing for maximal participation. We anticipate this interactive element will take up half or more of the session. • We will give the participants the opportunity to share with the panel and audience other ideas and initiatives that would directly improve the working lives of the doctors in their locality or region. • Wrap up and summary
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
Since 2016, the Enhancing Doctor’s Working Lives programme has introduced many initiatives focusing on improving the working lives of postgraduate doctors in training. These initiatives have had a positive impact on the training environments of doctors and other healthcare staff improving the provision of safe, high-quality patient care as well as positively impacting the doctor’s wellbeing. Attendees will benefit from understanding the challenges we have met in trying to put in place improvements and also learn how they can apply some of the learning to their local contexts. In addition, as Health Education England is now integrated into NHS England, the programme is expanding to cover other areas such as locally employed doctors and this session will provide the opportunity to hear about and shape future plans as the programme expands its scope. This is helpful for NHS England as it increases awareness across organisations about awareness, how to implement them and the positive impacts of doing so. Attendees who are in training, and their educators will be empowered to ask for local improvements from having a broadened national awareness of change.
Contact Information
Name of submitting Organisation:
NHS England
Lead Contact Name:
Jack Haywood
Contact Phone:
07545313070
Contact Email:
[email protected]
Alternative Contact Email:
[email protected]
Facilitator / Moderator / Chair details
YES
Facilitator / Moderator / Chair
Facilitator / Moderator / Chair Name
Professor Sheona MacLeod
Facilitator / Moderator / Chair Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Professor Sheona MacLeod MBChB, FRCGP, MMEd, FRCP, FFSEM, SFFMLM, FAoME is NHS England’s Medical Director for Reform and Professional Development in the Workforce Training and Education Directorate. She is an Honorary Professor, University of Leicester and Honorary Fellow, University of Nottingham. Sheona worked as a General Practitioner and also as Occupational Health Advisor, Community Hospital Clinical Assistant, and HMP Medical Officer. She has been a GP Dean, Postgraduate Dean, Regional Director of Education and Quality, Deputy Medical Director and the Interim National Director of Education and Training and Medical Director during the first wave of COVID in 2020.
Presentation experience
Sheona is the senior responsible officer for the Enhancing Doctor’s Working Lives programme, and has deep knowledge on the issues. She has presented on this theme over the years at various national conferences including DEMEC and internationally at AIMEE OTTAWA and in many great regional and local conferences
Ethics Approval:
NO
Additional Facilitator / Moderator / Chair details
YES
Additional Facilitator / Moderator / Chair
Facilitator / Moderator / Chair Name
Dr Jack Haywood
Facilitator / Moderator / Chair Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Jack Haywood was the National Medical Director’s Clinical Fellow at NHS England Workforce, Training, and Education Directorate in 2022-2023. Jack is on the Public Health Specialist Training Programme. He was an Academic Foundation Doctor in Medical Education where he gained a PGCert in Medical Education. He also has a MSc in Global Health Policy from London School of Hygiene and Tropical Medicine. Jack is a PLAB Examiner for the GMC and has a keen interest in healthcare professional workforce policy, particularly around retention and the impacts of workforce on population health.
Presentation experience
Jack has presented on aspects of the Enhancing Doctor’s Working Lives programme several times – this has been particularly around the flexibility agenda. He presented at the MDRS Conference on the topic and took part in a panel, at an eRostering Webinar event, Medical Education Leaders UK, and in other regional conferences. As a Leadership fellow at NHS England as well as a doctor in training, he has a deep understanding of the issues from both a practical and policy level.
Ethics Approval:
NO
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Dr Kavir Matharu, General Practitioner, NHS England
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Kavir Matharu was the National Medical Director’s Clinical Fellow within the Workforce, Training and Education Directorate at NHS England in 2022-2023. Kavir is a newly qualified GP based in West London. She enjoys General Practice for the challenges it presents, but recognises that Primary Care is under significant strain, hence has been involved in workstreams relating to workforce and education reform as well as those relating to primary care during her fellowship year.
Presentation experience
Kavir has presented on the programme at regional events throughout her Fellowship year.
Ethics Approval:
NO
Additional speaker details
YES
Speaker 2
Parallel session speaker name + job title + name of institution which you are representing
Dr Nicholas Turner, Core Anaesthetic Trainee, South London Anaesthetic Programme
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Nicholas is a CT1 anaesthetist in the South London Anaesthetic Programme and a previous National Medical Director’s Clinical Fellow. Whilst undertaking his fellowship at NHS England he joined the Enhancing Doctor’s Working Lives Working Group, and focused on increasing awareness of novel rostering techniques facilitated by electronic rostering. He remains passionate about improving access to rotas that provide flexibility for trainees in his current training post.
Presentation experience
Nic has organised and presented at many events on the topic of eRostering. Most recently, this was a webinar where Guardians of Safe Working, HR colleagues, and doctors in training came to discuss the benefits of eRostering in improving wellbeing and working conditions. He has an understanding of the issues from both a policy level and as a doctor in training himself.
Ethics Approval:
NO
Do you wish to add another speaker?
YES
Speaker 3
Parallel session speaker name + job title + name of institution which you are representing
Claire Wright, National Specialty Recruitment Manager, NHS England
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Clare Wright is the National Specialty Recruitment Manager for NHS England, with oversight of recruitment and selection into medical and dental training programmes across the UK. With more than 20 years’ experience in the field, she has seen many changes to the ways in which doctors and dentists have been recruited over the years.
Presentation experience
• Jointly delivered a workshop on specialty recruitment at the Ottawa Conference in Abu Dhabi in 2018 • Jointly delivered a workshop on specialty recruitment at the AMEE Conference in Basel in 2018 • Jointly delivered a recruitment workshop at the request of the Oman Government in Oman in 2019 – not a conference but request came following the Ottawa conference • Jointly delivered a workshop on the use of lay representatives in recruitment at the AMEE Conference in Vienna in 2019 • Poster on special circumstances in recruitment at DEMEC in 2019
Ethics Approval:
NO
Do you wish to add another speaker?
YES
Speaker 4
Parallel session speaker name + job title + name of institution which you are representing
Professor Jonathan Corne, Postgraduate Dean, NHS England
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Jonathan is the Regional Post Graduate Dean for the Midlands and Lead Dean for NHSE in flexible training, leading on both OOPP and Flexible Portfolio Training. He now Chairs NHSEs Flexible Training Oversight Group. Jonathan was previously Head of the East Midlands School of Medicine, Chair of the National Heads of Schools of Medicine Group. He is a respiratory physician by training having graduated from Cambridge and Kings College London and undertaking his respiratory training and research in Southampton followed by a year at Yale. Jonathan still works two sessions a week as a Respiratory Consultant at Nottingham University Hospitals.
Presentation experience
MDRS Conference Edinburgh 2022 (workshop) Medical Womens Federation 2023 (workshop) NACT 2023 (workshop)
Ethics Approval:
NO
Do you wish to add another speaker?
YES
Speaker 5
Parallel session speaker name + job title + name of institution which you are representing
Dr Mark Johnson, Specialty Registrar in Geriatrics, Buckinghamshire Healthcare NHS Trust
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Mark Johnson is a Specialty Registrar in Geriatrics, who has worked clinically at Buckinghamshire Healthcare NHS Trust for the last four years. During this time, he has worked clinically on medical wards and also provided operational management, including introducing medical e-rostering to the Trust. He was a non-executive member of the Trust Board between July 2021 and January 2023 as a Board Affiliate, attending board meetings and leading the Trainee Leadership Board project. He continues to be actively involved in medical leadership across the Trust, working as an Associate Medical Director for Clinical Productivity & Transformation.
Presentation experience
He has previously presented on the topic of eRostering and self-development time for a NACT conference and a number of NHS England seminars.
Ethics Approval:
NO

Scoring 23 (Seven years of Enhancing Doctor's Working Lives – where we’ve been and what’s next?)(Required)

Comments 23

Call for parallel session proposals : Entry # 24 Inside the medical educator’s mind: are we conscious of our unconscious bias
Session title:
Inside the medical educator’s mind: are we conscious of our unconscious bias
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
Does the learner’s ethnicity affect how we judge their communication skills? What does the time of the day got to do with the score we give? We know humans have unconscious bias. Are medical educators an exception? Bad news:No. Good news: there are things we can do about this individually.
Learning Objectives
Objectives
The workshop attendee should be able to: 1- Know the evidence behind and discuss how humans including medical educators make judgement. 2- Recognize the impact of an individual’s own subconscious bias in delivery and assessment in medical education. 3- Form an action plan to develop techniques of cognitive de-biasing to mitigate the impact of subconscious bias
Session theme:
Assessment of learning
Does your session specifically target a particular group?
No
Preferred session delivery:
Face to face
Preferred session format:
Workshop
Unlimited number of attendees
Yes
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
I will start with pictures stimulating the attendees on how our intuitive thinking can be flawed. I will then discuss some of the unconscious biases which are relevant to judgement in medical education such as representation, anchoring and noise. I will give the audience some quick games showing how we make quick decisions and whether they are always reliable. I will give examples of how these biases can affect individual judgements in assessment or delivery of medical education
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
Attendees will come out with ability to question the independence of our own decision from irrelevant circumstances. Furthermore they will get some tools of what to do to mitigate these biases. Although this workshop is not aimed at addressing differential performance from a system wide point of video, the effect on individual way of thinking would potentially have an impact of narrowing this gap for the wider healthcare community.
If at all, how do you plan to involve early career researchers in your session?
NA
Contact Information
Name of submitting Organisation:
Dr Mustafa Ibrahim
Lead Contact Name:
Dr Mustafa Ibrahim
Contact Phone:
07462892022
Contact Email:
[email protected]
Alternative Contact Email:
[email protected]
Facilitator / Moderator / Chair details
NO
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Dr Mustafa Ibrahim, Training Program Director, GP school, West Midlands
Speaker Email
[email protected]
Alternative Speaker Email:
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Mustafa Ibrahim is a GP, a GP appraiser and a GP trainer in Wolverhampton. He is also a training program director TPD in Coventry and Warwickshire GP VTS. He is an educational associate for the GMC. Dr Ibrahim obtained his medical degree in Sudan. He completed his GP training in the west Midlands UK in 2017. He obtained his certificate in Medical education from Wolverhampton university. Dr Ibrahim is is passionate about teaching and training both undergraduate and postgraduate colleagues to think outside the box and challenge the conventional wisdom.
Presentation experience
Dr Ibrahim taught at Aston Medical school until few years ago. he has been interested in decision making and judgement in particular in the field of medical education. He delivered this session to medical educators at Aston Medical school in 2019. He intend to delver this session to the GP trainers in his regions in future. He delivered a similar session to GPs and GP trainees conference in May this year on decision making in clinical settings but was not focused on medical education. Dr Ibrahim facilitates IMG (international medical graduates) workshops aimed at PG doctors in training who graduated outside the UK. Dr Ibrahim also facilitates Balint groups in his training program.
Ethics Approval:
please select only if appropriate
Additional speaker details
please select

Scoring 24 (Inside the medical educator's mind: are we conscious of our unconscious bias)(Required)

Comments 24

Call for parallel session proposals : Entry # 25 Enabling the Supervisor: An incentive to Train, Retain, Network & Nurture.
Session title:
Enabling the Supervisor: An incentive to Train, Retain, Network & Nurture.
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
Methodology to engage Educational and Clinical supervisors, using a mixture of didactic, interactive and group sessions, to standardise supervision strategies. Techniques on improving networks among Supervisors and a breakout session on insights into Supervisor wellbeing. Art in Medicine and Education ‘An International perspective on Wellbeing of Educators-pouring from empty cups!
Learning Objectives
Objectives
Effectively organise and plan Supervisors sessions Engage senior learners with varied teaching methodology Provide behavioral insight to senior Supervisors that in order to effectively support young doctors, one needs to support ones own well-being.
Session theme:
Designing and planning learning
Does your session specifically target a particular group?
Yes
Which audience groups is your session targeting:
Postgraduates Managers Administration
Preferred session delivery:
Face to face
Preferred session format:
Workshop
Maximum number of attendees:
40
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
The sessions will be interactive with audience participation, questions asked during the talk and a sharing of common perspectives in supervision. Group scenarios and examples will be used to engage as will artistic work.
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
To break down barriers to effective supervision and to standardise supervision methodology across senior supervisors. To allow insight into well-being and an understanding that problems are common and shared in different countries.
If at all, how do you plan to involve early career researchers in your session?
If effectively run across different schools, outcome measures and change due to implementation can be assessed as a project.
Contact Information
Name of submitting Organisation:
LNR Foundation School -East Midlands
Lead Contact Name:
Professor W J Rennie
Contact Phone:
07809899000
Contact Email:
[email protected]
Alternative Contact Email:
[email protected]
Facilitator / Moderator / Chair details
NO
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Dr W J Rennie, Professor Clinical MSK Radiology, Lead TPD Foundation- UHL
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Professor Winston Rennie is a Clinical Musculoskeletal Radiologist, Lead Foundation Training Programme Director at the Leicester Royal Infirmary-University Hospitals of Leicester NHS Trust. His academic work is with Loughborough University involving bone health, cartilage imaging and osteoporosis. He is a regular invited lecturer on Skeletal MRI in International workshops for Rheumatologists and Radiologists in all continents except Australia and Antarctica, for multiple International Societies (ECR,ESSR,BSSR,ISS). He has been involved in training Foundation doctors since the inception of MMC in the UK and has and continues to be a CS, ES and TPD.
Presentation experience
Nil on this topic.
Ethics Approval:
please select only if appropriate
Additional speaker details
YES
Speaker 2
Parallel session speaker name + job title + name of institution which you are representing
Dr Rachel Parry, Head of School Foundation-LNR
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Parry is a practicing clinical GP with years of experience in Medical Education. She was the GP Programme lead for South Trent prior to her appointment as head of Foundation School LNR. She runs effective training development days for faculty in the Midlands and has built a effectively working team of educators around her enabling delivery of the Foundation curriculum.
Presentation experience
Nil this topic
Ethics Approval:
please select only if appropriate
Do you wish to add another speaker?
YES
Speaker 3
Parallel session speaker name + job title + name of institution which you are representing
Professor Mario Maas
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Prof Maas is a senior Educator and chair of the board of examiners in the Medical School University of Amsterdam. He is a mentor of the Bachelors and Masters programme in radiology as well as supervises PhD students on the elite athlete programme. He has considerable experience in small group teaching as well as with larger groups in lecture halls and has taught both undergraduates and postgraduates for many years. He is the current president of the ESSR and has delivered many lectures effectively in English as an engaging speaker.
Presentation experience
Nil on this topic
Ethics Approval:
please select only if appropriate
Do you wish to add another speaker?
please select

Scoring 25 (Enabling the Supervisor: An incentive to Train, Retain, Network & Nurture.)(Required)

Comments 25

Call for parallel session proposals : Entry # 26 New country – New heath care system. How can we support the transition for learners?
Session title:
New country – New heath care system. How can we support the transition for learners?
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
Fifty percent of doctors that joined the NHS in 2021 were international graduates (GMC 2022). Many of these doctors are new to the NHS and UK medical culture This workshop is an opportunity to explore and discuss some educational approaches to supporting this group of trainees .
Learning Objectives
Objectives
After participating in this session attendees will be able to: Identify the educational support needs of IMG trainees new to the UK; Prioritise which of these educational needs would have the highest impact on a trainees progression; Formulate an outline of an educational program to address these prioritised needs.
Session theme:
Designing and planning learning
Does your session specifically target a particular group?
No
Preferred session delivery:
Face to face
Preferred session format:
Workshop
Maximum number of attendees:
20
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
Small group work with discussion and prioritisation process using flip chart and posting notes.
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
Opportunity to discuss an important challenge in medical education and develop approaches to supporting an increasing propotion of trainees
If at all, how do you plan to involve early career researchers in your session?
NA
Contact Information
Name of submitting Organisation:
HEIW
Lead Contact Name:
Dr Stephen Hailey
Contact Phone:
07966866995
Contact Email:
[email protected]
Facilitator / Moderator / Chair details
please select
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Dr Stephen Hailey, Associate Dean for GP Education, HEIW
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Stephen Hailey is a GP in South Wales. He is also a GP trainer, RCA/SCA RCGP Examiner and Associate Dean in Health Education and Improvement Wales. He has responsibility for running programmes supporting trainees who are at higher risk of experiencing the effects of differential attainment. When he’s not in work, he enjoys walking his dogs and driving his old Landrover around Gower.
Presentation experience
None
Ethics Approval:
please select only if appropriate
Additional speaker details
please select

Scoring 26 (New country – New heath care system. How can we support the transition for learners?)(Required)

Comments 26

Call for parallel session proposals : Entry # 27 Creating, delivering and evaluating an empathy-focused widening-participation medicine with foundation year programme
Session title:
Creating, delivering and evaluating an empathy-focused widening-participation medicine with foundation year programme
Please provide one paragraph of text limited to 50 words which is a summarisation of your session
This workshop will explore the challenges of delivering an empathy-focused and clinically orientated curriculum for medical students on a foundation year (year 0) at Leicester Medical School. We will describe our findings, offer insights and encourage discussion on how to successfully prepare students to thrive at medical school and beyond.
Learning Objectives
Objectives
1. Understand the value of a clinically focused foundation year 2. Understand the challenges and solutions in delivering and evaluating the impact of empathy-focused training 3. Recognise the benefits that empathy-focused training provides both patients and healthcare students and professionals
Session theme:
Designing and planning learning
Does your session specifically target a particular group?
Yes
Which audience groups is your session targeting:
Undergraduates Managers Academics Nurses, midwives and allied health professionals Researchers
Preferred session delivery:
Face to face
Preferred session format:
Workshop
Unlimited number of attendees
Yes
Have you presented this in the UK this year?
No
Interactivity:
Explain the ways in which you will ensure your session will be interactive/encourage participation from workshop attendees? (polling and Q&A will be enabled via the conference app)
We will showcase some of the teaching materials and activities that we use to foster an empathic approach to healthcare in students. This will involve participants active engagement through small group discussion and feedback. We will have a foundation year student help facilate the workshop by providing their insights and experience and delivering a patient-focused presentation as an example of how we teach and assess learning.
What are the benefits to DEMEC attendees, your institution and/or to the medical/healthcare community?
DEMEC attendees will hear from
If at all, how do you plan to involve early career researchers in your session?
Our workshop will use research outcomes from two early career clinical academics who are working as Fellows with the Medicine with Foundation year team at Leicester Medical School. Delivery of the workshop will be facilitated by one of these Fellows.
Contact Information
Name of submitting Organisation:
University of Leicester
Lead Contact Name:
Rachel Winter
Contact Phone:
07876245588
Contact Email:
[email protected]
Alternative Contact Email:
[email protected]
Facilitator / Moderator / Chair details
YES
Facilitator / Moderator / Chair
Facilitator / Moderator / Chair Name
Rachel Winter
Facilitator / Moderator / Chair Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Rachel Winter is an Associate Professor of Empathic Healthcare and Medical Education and an Honorary Consultant Psychiatrist. She is the Curriculum Development Lead at the Stoneygate Centre for Empathic Healthcare at University of Leicester and has worked with the Leicester Medical School Medicine with Foundaiton Year programme since it’s inception in 2017.
Presentation experience
Presented work related to both clinical empathy and the Leicester Medical Foundation Year at a number of conferences over the last few years including: The Health Educaiton East Midlands Faculty Development Day, the International Conference on Communication Skills in Healthcare (ICCH), Empathy in Healthcare Colloquium, DEMEC 2021 (Spotlight on Poster presentation), OTTAWA Assessment of Health Professionals and Evaluation of Programmes conference (2020)
Ethics Approval:
YES
Additional Facilitator / Moderator / Chair details
please select
Speaker 1
Parallel session speaker name + job title + name of institution which you are representing
Dr Sam Adcock
Speaker Email
[email protected]
Short biography (100 words MAX – note word count below the box)
Dr Sam Adcock is an academic GP based at Leicester Medical School. He is Head of Year for the Medicine with Foundation Year and Admission Tutor for the same course. He develops, delivers and evaluates teaching for both foundaiton year and Phase 1 (years 1 and 2) students at Leicester. He is also a Lead Tutor for the South Leicester Teaching Academy which is a group of 13 practices delivering teaching in General Practice to GP registrars.
Presentation experience
Sam is due to present work related to the Medicine Foundation Year (from a widening pariticpation perspective) to ASME in July 2023.
Ethics Approval:
YES
Additional speaker details
NO

Scoring 27 (Creating, delivering and evaluating an empathy-focused widening-participation medicine with foundation year programme)(Required)

Comments 27

Parallel Session Marking No’s 1 – 27

Parallel session applications – No’s 1-27