Programme 2021

DEMEC > Programme 2021
Day – 01: Monday 6 December 2021
DEMEC 2019 will cover 6 themes following the AoME Professional Standards – Core Values and Five Domains
The Academy of Medical Educators’ Professional Standards Framework makes explicit the values, skills, knowledge and practical capabilities required of those engaged in medical education. The Standards have been developed in wide consultation with professional medical educators. The framework is outcome-based and generic in nature; it is designed to be inclusive and relevant to all clinical and non-clinical medical educators irrespective of role.The Professional Standards support the maintenance of good medical practice and are used to support professional development, annual appraisal and revalidation. They are relevant to all educational roles and responsibilities. Membership and Fellowship of AoME exceed the minimum GMC requirements for clinical trainers.
Conference themes:
Designing and planning learning Teaching and facilitating learning Assessment of learning
Educational research and scholarship Educational management and leadership Core values of medical educators
8:50 – 9:50

Registration
9:50 – 10.20

WELCOME + OPENING ADDRESS

Professor Sheona MACLEOD
  • schedule
9:50 – 10.20

PLENARY SESSION 1:

The Sciences of Learning: State of the Art and the Future of Medical Education

In this metacognitive romp, the speaker will teach empirically-derived educational science engaging the audience using that very educational science—it is “a play within a play” to generate learning and retention about learning and retention.

Dr David HIRSH MD
The George E. Thibault Academy Associate Professor and Director, Harvard Medical School Academy; Director and co-founder Harvard Cambridge Integrated Clerkship
Harvard Medical School / Cambridge Health Alliance
Internal Medicine, Cambridge, USA
Chair: Dr Ian COLLINGS

  • schedule
  • schedule
11:15 – 11:50

Refreshments, exhibition, networking, posters
11:50 – 12:00

Transfer to parallel sessions
12:00 – 13:00

Parallel Track A:
A1

Theme: Assessment of learning

Supporting and reviewing academic progress
HEE NW
Fully Booked
A2

Theme: Assessment of learning

Assessing professional competence – is the ARCP fit for purpose?
UCL Medical School
Fully Booked
A3

Theme: Teaching and facilitating learning

Introduction of a Longitudinal Clerkship for Wales: Community and Rural Education Route (CARER)
Cardiff School of Medicine
A4

Theme: Educational research and scholarship

Longitudinal Integrated Foundation Training (LIFT); training differently for the future of the National Health Service
HEE
A5

Theme: Teaching and facilitating learning

Reforming Medical Education for the Workforce of Tomorrow
HEE
A6

Theme: Teaching and facilitating learning

Schwartz Rounds as a tool for Educational significant incidents
HEE NE
Fully Booked
A7

Theme: Teaching and facilitating learning

Schwartz Rounds as a tool for Educational significant incidents
HEE NE
Fully Booked
A8

Theme: Assessment of learning

How Rasch Modelling can improve standard setting and assessment – a study of thirty UK medical schools
Medical Schools Council Assessment Alliance
Fully Booked
A9

Theme: Teaching and facilitating learning

Distributed [net]-works: on the nuts and bolts of interprofessional learning in primary & community care
HEE South London
A10

Theme: Educational management and leadership

The Future Leaders Programme in Health Education England working across Yorkshire and the Humber, the jewel in our crown
HEE
A11

Hot topics and their influence on medical education

What is the role of the Doctor in the Future?
Dr Tahreema MATIN
Prof Wendy REID
  • schedule
A12

Short Communications A(i)
Fully Booked
1

12:00 – 12:15

Theme: Designing and planning learning
Innovative Education Across the Sectors
Health Education England. North London Local Office
2

12:15 – 12:30

Theme: Designing and planning learning
Innovative training posts
GP Education Unit, Southampton
3

12:30 – 12:45

Theme: Designing and planning learning
How can we teach clinical reasoning in UK undergraduate medical education?
Swansea University Medical School
4

12:45 – 13:00

Theme: Designing and planning learning
Service Vs. Training – But need they be in conflict?
St George’s NHS Foundation Trust
A13

Short Communications A(ii)
1

12:00 – 12:15

Theme: Designing and planning learning
Training for Advanced Clinical Practice
Academy of Medical Royal Colleges
2

12:15 – 12:30

Theme: Designing and planning learning
Service Vs. Training – But need they be in conflict?
St George’s NHS Foundation Trust
3

12:30 – 12:45

Theme:Teaching and facilitating learning
Developing, Implementing and Delivering a process to assess competency progression for Advanced Clinical Practitioner Trainees
HEE Midlands and East
4

12:45 – 13:00

Theme: Designing and planning learning
Service Vs. Training – But need they be in conflict?
St George’s NHS Foundation Trust

Transitions matter: The theory, research and practice of transitions in medical education

Transitions matter. They provide opportunities for intense learning but are also challenging. Drawing on the literature and her team-based research on medical education transitions, Charlotte will talk about: (i) What transitions are; (ii) How transitions can be researched; and (iii) How medical students and trainees can be helped to navigate transitions.

Professor Charlotte Rees
Dean Research
College of Science, Health, Engineering and Education
Murdoch University, Western Australia

Building high performance healthcare teams – culture, relationships and translational simulation

Improving teamwork and shaping culture in healthcare is easy to say, but hard to do.
Team training, catchy communication acronyms, and off-site team building might not realise the promise of high performing teams in the complex environment of 21st century healthcare.
Maybe simulation offers more than we think – if used with agility – to explore work environments and the people in them, to test better systems or practices, and to embed ‘best practice’ once we know what that is.
And maybe simulation can actually shape culture, and help high performing healthcare teams get better, together.

Professor Victoria Brazil
Professor of Emergency Medicine and Director of Simulation
Gold Coast Health Service, Queensland, Australia