Pre-Conference Workshops

 

Pre-Conference Workshops

You can register for Pre-Conference Workshops on the CCME Registration Form.

*Please note that these workshops will be given in English.

Thursday, April 26, 2018.

Thursday, April 26, 2018 - 08:30 to 16:00
Presenters: Dr. Sarita Verma, Dr. Genevieve Moineau
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This one-day pre-conference workshop will help you to:

1. Describe the challenges associated with change, the factors of success or failure related to organizations as well as those linked to individuals.

2. Use a model/template to analyze your leadership challenges and develop the steps to manage uncertainty.

3. Apply lessons learned from the experiences of our leaders in the Deanery.


Speakers
Dr. Brian Postl Dean,Max Rady College of Medicine, University of Manitoba(Chair Elect, AFMC Board of Directors)
Dr. Preston Smith Dean, College of Medicine, University of Saskatchewan
Dr. Jon Meddings Dean, Cumming School of Medicine, University of Calgary
Dr. Margaret Steele Dean, Faculty of Medicine, Memorial University of Newfoundland

$180.00 per person. Register on the CCME Registration Form. Download LIFE course PDF.

Friday, April 27, 2018

Friday, April 27, 2018 (All day) to Saturday, April 28, 2018 (All day)

April 27-28, 2018, Dalhousie University, Halifax, NS, Theatre B, Tupper Building, University Avenue Halifax, NS

Fees: $150.00 - General Admission (Faculty and Staff)
         $ 50.00 - Residents and Students

Keynote Speakers:
"Critical Thinking In A ‘Post-Truth’ Era: Medicine’s Dilemma"
Dr. Alan Bleakley, Professor, Medical Education and Medical Humanities, Plymouth University   Peninsula School of Medicine
"Teaching The Scarecrow: Critical Thinking To Improve Clinical Decision Making"
Dr. Patrick Croskerry, Director, Critical Thinking Program, CPD/DME, Dalhousie University
"Integrating The Humanities At Dalhousie University: A Longstanding Debate"
Dr. T.J. (Jock) Murray, Professor Emeritus, CPD/DME, Dalhousie University

 

Friday, April 27, 2018 - 12:15 to 16:00
Presenters: Karen Leslie Anne Drover
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CAME logoThis Preconference Workshop is led by CAME, in partnership with AFMC, CFPC and the RCPSC. 

Rationale/Backround- CMBE is poised to transform medical education in Canada across the continuum of undergraduate, postgraduate and continuing medical education. Preparing faculty for the roles they will play in support of a shift in focus to competency base learning and assessment is a huge task, for which there needs to be a variety of strategies and approaches.

Goal: The goal of this special ½ day event is to provide an opportunity for medical educators engaged in medical education across the continuum of learning to share and learn with each other about effective strategies and approaches to the implementation of CBME in their local sites
Objectives:

  • By the end of this event, participants will be able to:
  • Identify 3 core concepts about CBME for all faculty engaged in teaching and learning across the continuum of learners
  • Describe an approach to the preparing of learning environments to support CBME
  • Identify their role in the design, implementation and evaluation of a faculty development strategy at their school/practice setting and/or program

Who is this for?
Any educator who has an interest and/or role in CBME and the needs of teachers and educators relating to their roles in the learning and assessment of trainees.
Format-

  • Short Large Group Session that will set the stage for the small groups
  • The day will have several different types of small group learning activities that will address: (for example)
  • Identifying faculty development needs relating to CBME— focusing efforts at the ‘ground level’ on 3 core concepts
  • Models for faculty development to support CBME (e.g the Kingston experience)
  • Provision of Feedback- the coaching role and skill development for faculty
  • Learning about what resources are available from the RCPSC and where there are opportunities for sharing within specialties and across schools
  • Closing discussion as a large group with an in-situ needs assessment for future learning needs and opportunities

Saturday, April 28, 2018

Saturday, April 28, 2018 - 08:00 to 16:00
Presenters: Allan McDOugall
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Rationale/Background:

NVivo Qualitative Data Analysis software is a powerful PC & Mac tool for researchers whose work includes interviews, focus groups, surveys, multimedia content, websites, and social media. This workshop provides hands-on, tailored training for medical education researchers interested in improving their skills using either NVivo 10 (PC), NVivo 11 (PC) or NVivo for Mac. Having published three training manuals on NVivo, Dr. Allan McDougall is a qualitative researcher with extensive experience with the software. As a takeaway resource for participants, these books will be part of a suite of workshop materials included with attendees' registrations (see references).

Instructional Methods:

This workshop will be inclusive of NVivo 10 (PC), NVivo 11 (PC) and NVivo for Mac users. It will invite participants to come prepared for experiential learning and recommends participants work with either their own data or one of several demo datasets that will be made available by the instructor. For participants who do not have the software, a free demonstration version of NVivo will be made available for pre-course installation. Pre-course planning material will be sent by the instructor, including email or Skype support from the instructor with the NVivo installation process. The workshop proposes didactic teaching on a specific NVivo function followed by dynamic learning activities and plenty of opportunities for questions and answers. A continental breakfast, boxed lunch, and workshop materials (see references) will be included as part of attendees registration.

Target audience: Medical education researchers interested in qualitative or mixed-methods data in their work.

Learning Objectives
At the end of this session, participants will be able to:
Articulate NVivo’s core basic functions for importing and organizing data like transcripts, media content, websites and social media data, survey data, and literature review results. Some time will be spent discussing the primary differences between NVivo's PC and Mac versions.
Independently use the numerous tools included for analyzing qualitative data including coding, text search functions, word frequency queries, multi-user coding functions and data visualizations.
Access relevant resources, including both an included training manual as well as a curated list of online NVivo training content.

Saturday, April 28, 2018 - 08:00 to 12:15
Presenters: Shelley Ross Claire Touchie
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Competency-based medical education (CBME) has become the expected approach to health professions education and assessment in postgraduate training across all specialties in Canada and beyond. As residency programs strive to meet expectations of Competence By Design (RCPSC) and the Triple C Curriculum (CFPC) and medical schools incorporate CBME approaches into their programs, some common challenges have been identified. One of these challenges is how to effectively carry out workplace-based assessment. Uncertainty about which tools to use is further complicated by challenges at the system level, in faculty development, and even in the engrained thinking of preceptors. More complexity is added by trends, where a tool gains favour and is seen as the only solution to all CBME assessment challenges (until something else usurps it). Finally, clerkship/program directors and preceptors are unsure as to whether the tools they are using are acceptable in the new world of CBME assessment.

In this workshop, we discuss key concepts: rater cognition, direct observation, concepts of validity and reliability, programmatic assessment, and the influence of language on rater judgements. Assessment challenges are discussed, sometimes with proposed answers, sometimes as “thought exercises” for group discussion. Trends in the literature will be discussed from theoretical and practical points of view. Case examples highlight the importance of context when considering tools.

The goal of this workshop is to provide an overview of possible tools, along with some guidance for how to match a tool to the appropriate purpose in workplace-based assessment. Active participation and discussion will be encouraged, with cases and scenarios as prompts. There will be a balance between theory and application, so that participants will leave with at least one practical addition to their assessment tool kit.

Learning objectives:

By the end of this workshop, participants will be able to:

1. Describe literature supporting key concepts in workplace-based assessment

2. Practice using a selection of workplace-based assessment tools.

3. Generate a list of tools and processes for workplace-based assessment that would work in their own context.

Saturday, April 28, 2018 - 08:00 to 11:45
Presenters: Ivy Oandasan Elaine van Melle Glenda Eoyang
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Background: In the 2001 Health Canada report: Social Accountability: A Vision for Canadian Medical Schools, one of the challenges posed was to advance a “definition and clarification of the concept of social accountability and the dissemination of methods for measuring responsiveness to societal needs”. Now 17 years later, the concept of social accountability has influenced the national competency frameworks used to guide medical education, the outcomes based approaches used to design curriculum and the recommendations for the future of medical education. But do we really know if the changes made are making any difference to our social accountability mandate? Do we understand what social accountability is and our specific medical education contribution? Do we know how to measure medical education’s role amidst the complexities of all others contributing to change in the healthcare system? Social accountability is a wicked problem waiting to be solved. Just by the nature of these questions we can see that social accountability poses a wicked problem for medical educators; it is a massively complex and entangled issue for which there is no one direct solution. In this workshop, using a lens of complexity we will explore and debate WHAT role medical education has in addressing social accountability; Define the SO WHAT has medical education done so far to address social accountability and; describe critical questions and methods to answer the NOW WHAT measuring medical education’s contribution to meeting societal need.

Instructional methods: Using a combination of large and small group interactive approaches, adaptive action methods will be used a as a framework to help participants achieve the following

Objectives:

Explore concepts related to social accountability in medical education;
Identify and apply strategies for addressing wicked problems
Define questions and methods to address medical education’s contribution to social accountability
Target audience: Medical education administrative leaders, program planners, medical education researchers and program evaluator

Saturday, April 28, 2018 - 08:00 to 12:15
Presenters: Elizabeth Wooster Douglas Wooster
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"Rationale:

Assessment of trainees using multiple choice item format remains an important component of educational practice. Such tools can effectively and efficiently assess trainees' acquisition of knowledge, provide feedback regarding teaching outcomes and monitor the translation of the curriculum inot meaningful learning. To address these goals, the assessment tool must follow a planned blueprint, contain carefully crafted items (questions) and be assayed by appropriate psychometrics.

Learning Objectives:

As the end of this workshop, participants will be able to:

1) Define and structure a test blueprint

2) Recognize and apply item writing skills

3) Understand the principles of psychometrics

4) Model strategies for transfer learning to colleagues

Instructional Methods:

The concept of a defined assessment blueprint and its relationshi to the curriculum, the training level and expectations of the trainees' and taxonomic level required of the assessment will be introduced. Small group discussion regarding the blueprint and its possible refinement will occur. The principles of item writing will be reviewed and participants will have the opportunity to develop a limited number of items and critique a set of standard items. The principles of psychometics and their impact on quality assessment willl be presented and reinforced by participant application to discussion examples.

Strategies to transfer learning to colleagues on a peer-to-peer basis will be discussed.

Target Audience: Anyone who designs multiple choice questions and wishes to learn more about the principles of development and their applications."

Saturday, April 28, 2018 - 08:00 to 11:45
Presenters: Deepak Dath Ilun Yang Savannah Silva Maverick Chan
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Rationale: Learners get most of their training and practice for difficult conversations in the workplace because difficult conversations are ubiquitous in contemporary clinical practice. Much of the responsibility for teaching the skills for holding difficult communication therefore lies with faculty. However, a faculty’s role as an effective teacher can often be limited by competing priorities and time constraints. Institutions and programs must help faculty to learn effective methods to teach communication skills to their learners in the workplace.                                                                                                                                                        

Background: Learners participate in difficult conversations, often without workplace training, but the skills required to become competent with these conversations can be improved through guided practice. Communication frameworks are taught in medical schools, but competency cannot be gained without workplace training in residency. Furthermore, patients and families experience dynamic conversations with many healthcare professionals during their illness journey. Learners must be aware of how their conversations fit into the longitudinal dialogue as patients interact with all their caregivers. Purpose: This session will present the evidence and perceptions around teaching the skills necessary to hold difficult conversations: what is necessary to develop expertise in this area; common pitfalls in communication; how to teach using role modelling effectively; how to navigate the needs of both the patient and the learner while allowing the learner to participate in difficult conversations, and; how to be respectful of the roles of other caregivers in the patient’s journey. Participants will be able to use the materials and their experience of this workshop to deliver similar workshops and talks to the faculty in their own institutions.

Saturday, April 28, 2018 - 08:00 to 12:15
Presenters: Marcia Docherty
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Rationale/Background

As the competence by design (CBD) approach is being implemented across residency training programs, issues are beginning to appear. These issues can include insufficient access to procedural competencies for all residents, insufficient cases for residents to develop competence, residents claiming competence with insufficient experience, competency failure, evaluation overload, non-compliance of evaluations by supervising physicians, inconsistent or conflicting standards of competence across a field, and so on. These issues are not evidence of an unsuccessful CBD program design but symptoms of CBME misuse and abuse.

This workshop will expand your understanding of competence in order that CBD implementation challenges can be correctly diagnosed and treated. It will introduce a holistic approach to understanding competence that can lead to transformational problem solving. Attendees will be provided a framework that will help to identify the nature of the affliction and associated interventions will be discussed. Bring your most frustrating cases for consultation.

Instructional Methods

A short presentation will be given and cases will be analyzed and discussed as large and small groups.

Target Audience

Physicians, medical educators, and practitioners involved in competency-based educational programming as well as regulatory and accreditation personnel.

Learning Objective

Recognize CBME misuse and abuse.
Identify ameliorating strategies to address CBME misuse and abuse.

Saturday, April 28, 2018 - 08:15 to 12:15
Presenters: Maria Palacios Elizabeth Oddone Paolucci
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Rationale/Background: Medical educators seem to struggle with the concept of reliability of assessment scores. Reliability issues in medical education have been largely addressed using Classical Test Theory (CTT), even in situations where Generalizability Theory (G-theory) is more appropriate, mainly due to educators’ lack of understanding of G-theory and its practical applications. In an increasingly evidence-based oriented medical education world, medical educators need to have a clear understanding of appropriate analytic methods in order to critically assess the scientific literature that will inform their practice. G-theory is a statistical method that allows educators to assess the dependability (or reliability) of behavioral measurements. In other words, the ability to generalize from a person’s observed score on a test or another assessment, to the score that person may obtain under a universe of possible test conditions. Unlike CTT, G-theory allows us to estimate the influence of multiple sources of measurement error in one single analysis. The purpose of this workshop is to introduce learners to the foundations of G-theory and its practical application in medical education.

Instructional Methods: Short presentations of workshop content will be followed by hands-on exercises. No statistical software will be used. The learners will have ample opportunity to apply theoretical content carrying out practical exercises throughout the workshop.

Target Audience: Educators with an interest in measurement in medical education. No previous experience with statistical methods used in reliability studies is required.

Purpose: To increase participants understanding of G-theory and its practical applications.

Learning objectives: At the end of the workshop the learners will be able to:

Describe the main differences between Classical Test Theory and G-theory
Describe the practical uses of G-theory
Identify the object of measurement and facets of generalization in a G-study
Identify different sources of error that contribute to inaccuracy of measurements
Identify different G-study designs
Describe the three steps in G-analysis
Design a basic G-study
Describe the difference between relative and absolute error
Provide a basic interpretation of G-coefficients
Describe the practical uses of a Decision-study (D-study)

Saturday, April 28, 2018 - 12:15 to 16:00
Presenters: Marguerite Roy Jocelyn Lockyer Joan Sargeant
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Background The movement to competency-based medical education relies on implementing a system of continuous and comprehensive assessment and feedback. This reliance on assessment for learning highlights the central and general role that feedback plays as a driver for continuous learning and development across the educational continuum and outinto practice. Studies highlight that the acceptance, interpretation, and use of feedback is highly complex involving many factors.

This workshop will use a comprehensive framework (the R2C2 model) to focus on understanding and overcoming factors affecting how to provide, interpret and use feedback data around a commonly used assessment format – MSF. The MCC 360 tool, recently developed by the Medical Council of Canada and partner organizations, will be used as an exemplar. It provides formative feedback about collaboration, communication, and professionalism and is being incorporated into physician QA/QI programs across Canada and will be extended to post graduate and undergraduate students. This workshop will explore using example MCC 360 reports to identify areas for discussion and practice feedback conversations using the R2C2 framework across various groups of users.

Instructional Methods: A brief introduction will frame the importance and benefit of feedback in the context of competency-based education and continuing professional development and introduce the R2C2 model and MCC 360. Participants will break out into small groups. Each will be assigned mocked-up MSF reports, identify areas for discussion, and will role play the feedback sceenarios (feedback facilitator, recipient, observer). Worksheets will be provided to stimulate group discussion and document reactions. The session will end with a large group discussion and debrief around the role of feedback in CBME in general, for MSF in particular, and how to approach different types of data contained in the reports.

Instructional Methods: A brief introduction will frame the importance and benefit of feedback in the context of competency-based education and continuing professional development and introduce the R2C2 model and MCC 360. Participants will break out into small groups. Each will be assigned mocked-up MSF reports, identify areas for discussion, and will role play the feedback sceenarios (feedback facilitator, recipient, observer). Worksheets will be provided to stimulate group discussion and document reactions. The session will end with a large group discussion and debrief around the role of feedback in CBME in general, for MSF in particular, and how to approach different types of data contained in the reports.

Target Audience This workshop will be of interest to faculty developers, medical educators, practicing physicians, residents, and medical students. Learning Objectives Provide an overview of contemporary approaches to feedback discussions and the MCC 360. Review MCC 360 reports to identify areas for discussion. Practice giving/receiving feedback using the R2C2 approach to feedback.

Saturday, April 28, 2018 - 12:15 to 16:00
Presenters: Jamiu Busari Ming-Ka Chan Deepak Dath
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Rationale/Background: The CanMEDS 2015 Leader Role emphasizes physicians’ responsibility to be leaders in the healthcare system. As leaders, they must acquire the competencies that will help them to navigate the complex landscape of health care delivery and lead with impact. Undergraduate, postgraduate and continuing professional development training in leadership will help them to address challenges both during and after their training as they work in integrated health teams. This workshop is intended to engage participants in exploring their roles as leaders in the healthcare system. They will use pre-conference material to prepare for discussions that will help them to chart their leadership activities and opportunities, determine measurable outcomes, and prioritize their leadership involvement. Participant will leave the session with some personally-relevant plans for change. Instructional Methods: An interactive workshop utilizing:

1. Flipped classroom – Prior to the session, participants will be provided with instructions and references for the necessary preparatory assignment.
2. Small group discussions – highly interactive sessions in small working groups will make this workshop personally relevant to the participants. They will use a worksheet to tailor their learning to their own needs, mapped to the CanMEDS 2015 Leader Role. Program directors, educators and administrative leaders can use the interactive sessions to plan on a macro scale.
3. Real time online resource consultations - Participants will use pre-conference references and online resources during the session to carry out their exercises

Target Audience:
Residents and Faculty
Three (3): Learning Objectives:
1. Revisit and distinguish the residents role as manager versus leader (Gap analysis)
2. Define and identify the essential characteristics of “high impact leadership” in health care. (Knowledge management)
3. Formulate the tenets of high impact leadership for the aspiring resident leader
Keywords: Leadership, Training, Competency
 

Saturday, April 28, 2018 - 12:15 to 16:00
Presenters: Elizabeth Wooster Douglas Wooster
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Rationale / Background:

Electronic presentations are an important component of scientific communication in the health professions. Reviews and audits of short and long presentations at a variety of levels by professional presenters, educators and trainees show poor skills in preparation of 'slides'. In more than 55%, the character of text, background, animatios and placements of logos detract from the quality of otherwise well - presented presentations. In up to 60% image optimization and control is poor. There is a role for faculty development, defined instruction of trainees and peer-to-peer promotion to improve the quality of presentations.

Learning Objectives:

At the end o fthis workshop participants will be able to:

1) describe the current status of text and image use in electronic presentations

2) demonstract ten technical skills in optimizing text and images for presentation

3) present a strategy to train others

Instructional Methods:

The workshop leaders will present findings from an audit of presentations and lead a large group discussion of the relevance of these findings. Techniques to improve text and optimize images will be examined using the ""think, pair, share"" technique. Participants will have the opportunity to participate in the modification of a standardized set of slides to learn the techniques discussed. Small and large group discussions will be used to identify strategies to train others. Considerations of different types of presentations will be discussed during the workshop. Participants will leave the workshop with a set of techniques to create better slides and ideas to disseminate this information to others.

Saturday, April 28, 2018 - 12:15 to 16:00
Presenters: Mostafa Elbaba
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Background

Writing a simulation scenario is different compared to writing a novel or medical case. This workshop will be used to explore how the cinematic arts and science enhance writing and development of simulation scenarios. Based on this background, the scenario can be enhanced and professionally developed. Screenwriting in cinema or theater adds to the art of writing simulation scripts and ensures that important simulation details are attended.

Learning Objective

Recognize the basics of simulation scenario writing
Apply screenwriting and screenplay principles to simulation script writing
Create new formats of advanced and enhanced simulation scenarios
Workshop agenda

Opening (15 minutes)
Didactic: Basic writing of the simulation scenario (30 minutes)
Small group hands-on activities (60 minutes)
Didactic: Implementing the cinematic art & science principles to the scenario (30 minutes)
Small group hands-on activities (60 minutes)
Didactic: Final adjustment to the enhanced simulation scenario (30 minutes)
Small group hands-on activities (60 minutes)
Closing (15 minute)
 

Saturday, April 28, 2018 - 12:15 to 16:00
Presenters: Mathieu Albert Sarah Wright
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Aim: To introduce medical educators and researchers to key concepts of Pierre Bourdieu

Medical education is increasingly embracing social theory to address both research and practice. The French sociologist Pierre Bourdieu is considered one of the most influential social scientists of the 20th century. His theories provide a strong analytical framework to consider how social structures and individual actions can come together to influence diverse fields, including education and healthcare. These theories are particularly useful in understanding how social hierarchies and educational inequalities tend to be reproduced rather than transformed, despite our best efforts.

A growing number of researchers in medical education are using Bourdieu’s concepts to frame their research projects. As such, researchers and educators may need a base level of understanding of his theories and concepts in order to engage with emerging literature. The goal of this workshop is to offer an overview of Bourdieu’s key concepts:

1) field,

2) habitus, and

3) forms of capital.

We will provide examples reflecting how these theories can be used to better understand current challenges in medical education in addition to demonstrating the utility of theory-based research in advancing HPE.

The workshop will be structured in three sections. Each will focus on one concept and will comprise a short didactic lecture, hands-on exercises conducted in break-out groups, and a plenary discussion. This three-segment structure is intended to ensure consolidation of the acquired knowledge.

At the end of the workshop participants should be able to identify how Bourdieu’s concepts can apply to their own education and research areas and engage in well-informed reflection about the utility of theory-based research.