AoME Calman Lecture:
Integrating Neuroscience into 21st Century Medical Education: Lessons from the National Neuroscience Curriculum Initiative
Dr David A ROSS
Department of Psychiatry
Yale School of Medicine
New Haven, USA
The Academy of Medical Educators’ annual prestigious Calman Lecture is given in honour of Sir Kenneth Calman Hon FAcadMEd, one of the founders of the Academy of Medical Educators. As a tribute to Sir Ken’s own enormous involvement, leadership and contribution to teaching, learning and the organisation of medical training, the general theme for the Calman Lectures is reflections on the education of doctors.”
Plenary Session 1:
The Sciences of Learning: State of the Art and the Future of Medical Education
Dr David HIRSH
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
In more than a century since the Flexner report, the fields that comprise “the sciences of learning” (education, neurobiology of learning, social and cognitive psychology, among others) have advanced greatly. Despite this progress, medical education has been slow to translate these empirically-derived sciences to our educational models, structures, and practices. I created and present “The Sciences of Learning: State of the Art and the Future of Medical Education” with three aims:
1. To define and discuss the empirically-derived sciences of learning;
2. To practice the sciences of learning metacognitively within the session itself;
3. To translate the sciences of learning into medical education and support others to use (and enjoy) these approaches.
In this session, we will actively discuss and engage six empirically-derived sciences of learning using these sciences of learning. In short, we will generate learning and retention about learning and retention. My hope is that education leaders, classroom teachers, clinical educators, and learners will value and benefit from these approaches and be better able to serve our future learners, patients, and communities thereby.
Plenary Session 2:
Medical Education in the 4th Industrial Revolution
Professor Andrew MORRIS CBE
MB ChB, MSc, MD
Health Data Research UK
Healthcare is arguably the last major industry to be transformed by the information age. Deployments of information technology have only scratched the surface of possibilities for the potential influence of information and computer science on the quality and cost-effectiveness of healthcare. In this talk, the vision, objectives and scientific strategy of HDR UK will be discussed; specifically, the opportunities provided by computer science and “big data” to transform health care delivery models. Examples will be given from nationwide research and development programmes that integrate electronic patient records with biologic and health system data. Two themes will be explored; specifically:
- How the size of the UK (65M residents), allied to a relatively stable population and unified health care structures facilitate the application of health informatics to support nationwide quality-assured provision of care.
- How population-based datasets can be integrated with biologic information and enabled by data science to facilitate (i) epidemiology; (ii) drug safety studies; (iii) enhanced efficiency of clinical trials through automated follow-up of clinical events and treatment response; and, (iv) the conduct of large-scale genetic, pharmacogenetics, and family-based studies essential for precision medicine.
Plenary Session 3:
The Medical Humanities and Me:
how to refresh the self
Prof Femi OYEBODE
Professor of Psychiatry & Consultant Psychiatrist
National Centre for Mental Health & University of Birmingham
In this presentation Femi will speak about the role that literature (including poetry, fiction, theatre, and autobiographical accounts) has played in his career and life. Femi will draw examples from the works of other doctor poets and will also read some of his own poetry to illustrate the key points that he wishes to make.