It takes a Village: Co-Creating the Next Generation of Health Professions Education

Synopsis
The globalization of healthcare education demands inclusive, collaborative, and sustainable approaches to curriculum development and institutional reform. Co-creation is the process of actively involving multiple stakeholders, including students, faculty, healthcare professionals, policymakers, and community members to develop curricula and teaching programs. Co-Creation has emerged as a powerful strategy to ensure that medical education is responsive, innovative, and globally relevant.
This workshop will discuss the role of different stakeholders, and the value of including multiple perspectives in designing educational programs. It will also explore how co-creation inculcates shared ownership, cultural adaptability, and sustainability in health professions education. We will examine successful international case studies, engage in hands-on design activities, and simulate real-world stakeholder collaboration. The participants will gain practical skills in co-creating educational frameworks that meet the evolving needs of learners and healthcare systems.
One inspiring example of co-creation in medical education is the Problem-Based Learning (PBL) curriculum reform at Maastricht University in the Netherlands, where students, educators, and policymakers jointly developed a student-centered, competency-based curriculum. Similar stakeholder-driven reforms have been implemented in Uganda, Canada, and Brazil, where interdisciplinary collaboration has strengthened medical training for diverse and under-resourced settings.
This will be an interactive, solution-oriented workshop in which participants will learn how to design, implement, and sustain co-creative practices that can be adapted to their own institutions.

Workshop Learning Outcome    
At the end of the workshop, participants would be able to:

• Discuss co-creation and its role in globalized health professions education.
• Identify key stakeholders and their contributions to sustainable educational reforms.
• Apply co-creation methods to curriculum development
• Develop an action plan to implement co-creation strategies at their institutions.

Uniqueness and Value Driven   
This workshop will offer a hands-on experience of co-creation through a multi-disciplinary, participatory approach. Co-creation is a novel, transformative approach to curriculum development and educational reform. The participants will leave with a tangible action plan and skills to lead co-creation in their own institutional/educational settings.

Strengthening Cultural Intelligence in Educators and Students to Build One Health Education

Synopsis     
This workshop on strengthening cultural intelligence among students is essential for preparing future healthcare professionals to thrive in a diverse and interconnected environment. By focusing on the integration of cultural intelligence into the One Health educational framework, we can enhance students’ competencies and promote inclusive practices that benefit the wider community. We believe this initiative will not only empower students but also foster a collaborative approach to tackling the complex health challenges of today and the future.

Workshop Learning Outcome 
At the end of the workshop, participants would be able to:

• To define cultural intelligence and its relevance to medical education and One Health principles.
• To explore strategies to develop cultural intelligence among students, enhancing their ability to engage with diverse populations.
• To discuss the role of cultural competence in addressing global health challenges.
• To provide practical tools and resources for integrating cultural intelligence into the medical curriculum.

Uniqueness and Value Driven 
In today's interconnected world, health professionals face unique challenges that require them to work collaboratively across various sectors, including human, animal, and environmental health. Embracing the One Health approach fosters an understanding that the health of people is closely connected to the health of animals and the environment. As medical education evolves, it is crucial to enhance students’ cultural intelligence, enabling them to navigate diverse cultural contexts effectively. This workshop aims to equip medical educators with the skills necessary to thrive in a diverse healthcare landscape while promoting the principles of One Health.

Faculty Development in Assessment: Addressing Equity and Inclusion

Synopsis
Medical schools often offer their faculty educational materials or hands-on experiences in assessment, which generally have a positive effect on the quality of the educational program. However, the materials and workshops that are offered tend to focus on a few specific topics that are determined by the interest and expertise of staff or the traditions of the school and issues in equity and inclusion are not necessarily considered.  In this interactive workshop, five essential components of a complete faculty development program in assessment will be discussed in small and large groups with practical examples with attention to gender, race/ethnicity, sexual orientation, ability, and international medical graduates.  This workshop itself will serve as an example of what participants might offer at their own institutions in the era globalization of health professions education.  All participants will get five templates for organizing the workshops.

Target Audience
Anyone involved in assessment, including practitioners and researchers.

Workshop Learning Outcome    
At the end of the workshop, participants would be able to:

• Acquire important knowledge and skills in assessment
• Conduct five essential assessment workshops
• Provide and discuss cases that deal with equity and inclusion
• Implement knowledge and skills acquired during the workshop at their own institutions

Uniqueness and Value Driven 
Faculty development is an essential part of a quality assurance/improvement process in assessment. The current emphasis on equity and inclusion has heightened the importance of this training and underscored the need to incorporate broader perspectives.

Using Generative AI for Written Assessment and Qualitative Data - Applications, Opportunities and Concerns

Synopsis     
In the ever-evolving landscape of health professions education, educators and researchers are often confronted with labour-intensive academic tasks that involve analysing, grading, and providing feedback on large volumes of text-based data. The rise of Artificial Intelligence (AI), particularly Large Language Models (LLMs), presents an unprecedented opportunity to alleviate these challenges by streamlining qualitative data analysis, automating grading processes, and enhancing feedback mechanisms.
This pre-conference workshop is designed to equip health professions educators, researchers, and academic administrators with practical strategies to harness the power of LLMs for addressing these laborious academic tasks. Given the increasing volume of qualitative data in educational setting, LLMs offer promising solutions for data analysis and data interpretation. Participants will engage in hands-on activities to explore how LLMs can facilitate qualitative data analysis such as feedback data, reflective data or interview data, improving efficiency while maintaining analytical rigor.
Additionally, the session will examine the reliability, accuracy, and limitations of AI in grading written assignments, with a focus on its potential to standardize assessments and reduce faculty workload. The workshop will also explore how LLMs can provide individualised, meaningful feedback to students, enhancing their learning experience through tailored, real-time insights. Ethical considerations—such as bias, academic integrity, and data privacy—will be critically examined, ensuring participants develop a responsible and informed approach to AI adoption in academia.
Through practical demonstrations, collaborative discussions, and real-world case studies, attendees will gain actionable insights into integrating AI-powered solutions into their academic workflows. By the end of the workshop, participants will be better positioned to leverage LLMs to optimise their educational, research, and assessment practices, ultimately improving efficiency while maintaining academic rigor and integrity.

Workshop Learning Outcome    
At the end of the workshop, participants would be able to:

• Analyse how LLMs can be utilised for qualitative data analysis in health professions education.
• Evaluate the functionality, accuracy, reliability, and limitations of LLMs in grading written assignments.
• Evaluate the potential of LLMs in providing individualised feedback on written assessments.
• Discuss ethical considerations, including bias, data privacy, and academic integrity, in the use of AI for educational purposes.
• Apply AI-driven strategies to enhance teaching, assessment, and research practices in health professions education.

Uniqueness and Value Driven 
This workshop stands out by offering an interactive, hands-on approach to exploring AI applications in health professions education. Unlike conventional discussions on AI, this session will equip participants with practical skills to harness LLMs for demanding academic tasks, ranging from managing quantitative to qualitative data.
Through a blend of live demonstrations, case studies, and collaborative discussions, attendees will gain firsthand experience with AI tools and critically assess their benefits and limitations. Additionally, the workshop provides a dedicated platform for educators and researchers to engage in ethical deliberations surrounding AI adoption in academia. With the increasing emphasis on AI literacy in higher education, this workshop offers timely and relevant insights that will empower participants to make informed decisions on integrating AI into their pedagogical and research practices.
 

Enhancing Global Health through Collaborative Education

Synopsis     
The rapidly changing landscape of global health presents a compelling need to enhance the effectiveness of health professions education through interprofessional collaboration and innovative educational partnerships. The globalization of health challenges—ranging from pandemics to chronic disease management—requires a cohesive and unified approach t the training and continuous education of health professionals. Our pre-conference workshop, "Strengthening Global Health Outcomes through Interprofessional Collaboration and Educational Partnerships," is designed to address these needs by fostering an understanding of global health dynamics and cultivating the necessary skills for successful international collaborations.

Target Audience:
This workshop is tailored for professionals involved in health education and global health initiatives. Our audience are expected from the following background : 
Health Educators and Academic Leaders: Those who design, implement, and oversee health professions training programs.
Healthcare Professionals: Including doctors, nurses, public health practitioners, and allied health workers who are involved in or are interested in global health practices.

Workshop Learning Outcome    
At the end of the workshop, participants would be able to:

• Gain insights into effective interprofessional collaboration and partnership models that enhance health outcomes worldwide.
• Learn to formulate and sustain dynamic educational partnerships that address global health challenges and disparities.
• Improve skills in navigating cross-cultural communication and collaboration essential for global health initiatives.
• Leverage on technological solutions that facilitate international collaboration and learning in health education.

Uniqueness and Value Driven 
This pre-conference workshop, "Strengthening Global Health Outcomes through Interprofessional Collaboration and Educational Partnerships," is uniquely designed to bridge the gap between diverse health professions across the globe through effective education and partnership strategies. It is especially relevant for professionals aiming to extend their impact on global health outcomes beyond traditional boundaries. The workshop focuses on practical solutions to foster sustainable international partnerships and enhance interprofessional educational models. By participating, attendees will have the opportunity to engage in discussion on global health education, gain insights and develop competencies in creating and maintaining impactful collaborations. The workshop is an essential platform for those looking to influence global health practices through enhanced interprofessional education and collaborative partnerships.

Cultural Competence in Clinical Education: Preparing Health Professionals for a Diverse World

Synopsis
In an increasingly interconnected world, healthcare professionals must be equipped to provide culturally competent care to diverse patient populations. Globalisation has led to greater mobility of patients and healthcare workers, necessitating an understanding of cultural nuances, health beliefs, and communication styles that impact patient care. Integrating cultural competence into clinical training is essential for preparing health professionals to navigate these complexities effectively.
Cultural Competence is defined as “the application of awareness, attitudes, knowledge, and skill required by medical and health care professionals to provide appropriate care and services compatible with the cultural characteristics of their diverse patients” (Li, 2023).  It involves awareness of social determinants of health, implicit biases, and ethical considerations that influence patient interactions. Studies have shown that culturally competent care improves patient satisfaction, adherence to treatment, and overall health outcomes while reducing disparities (Mariño R. J., 2018) (Li, 2023). Despite its significance, many medical education programs still struggle to incorporate cultural competence into clinical training in a meaningful way.
One of the primary challenges is the traditional biomedical focus of clinical training, which often overlooks cultural and social contexts. Medical students and trainees are primarily exposed to disease pathology, diagnostic reasoning, and technical skills, with limited emphasis on patient-centered communication and cultural humility. Additionally, clinical educators may lack formal training in cultural competence, making it difficult to model inclusive care practices.
Effective integration of cultural competence into clinical training requires a structured approach that goes beyond didactic lectures. Experiential learning methods, such as case-based discussions, role-playing, and standardized patient encounters, provide opportunities for learners to develop cultural awareness and refine communication skills. Interprofessional education, where students from different healthcare disciplines collaborate, further enhances their ability to work in diverse healthcare settings.
Moreover, assessment strategies must align with cultural competence objectives to ensure meaningful learning outcomes. Traditional evaluation methods often focus on clinical knowledge and procedural skills, neglecting aspects such as cultural sensitivity, empathy, and adaptability. 
Healthcare institutions also play a crucial role in fostering cultural competence among trainees. Supportive policies, mentorship programs, and diverse clinical rotations help embed these principles into everyday practice. By prioritizing cultural competence, medical schools and teaching hospitals contribute to the development of professionals who can deliver equitable and inclusive healthcare.
This workshop aims to address these gaps by providing educators and clinical trainers with practical strategies to integrate cultural competence into clinical training. Participants will explore best practices, engage in interactive discussions, and develop action plans to enhance their teaching methods. Through this initiative, we aspire to create a healthcare workforce that is not only clinically proficient but also culturally attuned to the needs of a global patient population.

Target Audience:
Medical and Health Professions Educators, Clinical Trainers/Supervisors, Residency/Fellowship Program Directors, Academic Leaders

Workshop Learning Outcome    
At the end of the workshop, participants would be able to:

• Describe the significance of cultural competence in clinical training and its effect on patient care.
• Recognize common cultural challenges, biases, and communication barriers that affect patient-provider interactions in diverse healthcare settings.
• Demonstrate effective communication techniques for engaging with patients from diverse cultural backgrounds
• Formulate action plans to embed cultural competence into clinical education programs

Uniqueness and Value Driven 
This interactive workshop equips participants with practical strategies to integrate cultural competence into clinical training. Unlike traditional sessions, it features real-world case discussions and role-playing exercises, ensuring hands-on learning.
The workshop also provides evidence-based best practices for embedding cultural competence into bedside teaching and patient interactions. Participants will learn how to overcome cultural barriers, enhance communication with diverse patients, and foster inclusive learning environments for better heath outcomes.
Lastly, the workshop offers valuable networking opportunities with global educators and healthcare professionals, encouraging collaboration on innovative medical education solutions. Attendees will leave with practical teaching tools, implementation strategies and an action plan for implementing cultural competence in clinical training at their own institutions.
 

Creating Virtual Patients using Large Language Models: A Hands-on Workshop

Synopsis     
Workshop Learning Outcome    

• Explain the basic principles of prompt engineering as applied to virtual patient creation using LLMs.
• Create and refine a virtual patient case using ChatGPT.
• Modify VP features to reflect complexity such as patient values, comorbidities, social determinants of health, and cultural context.
• Evaluate the potential benefits and limitations of using LLM-generated VPs in their own teaching or assessment settings.

Uniqueness and Value Driven 

• Low-Cost and Scalable: Enables educators to create interactive and realistic virtual patients without expensive software or technical expertise.
• Highly Customisable: Empowers users to adapt cases to diverse learner needs, patient demographics, and local clinical contexts.
• Accessible to All Levels: Designed for educators with no prior AI or programming experience—just a laptop and curiosity.
• Hands-On & Outcome-Oriented: Participants leave with a working prototype of a VP they can use or further develop in their teaching.
• Fosters Innovation: Encourages experimentation with AI tools in a safe, supported environment, opening new possibilities for medical and health professions education.

Advancing Quantitative, Qualitative and Mixed-Methods Research in Health Professions Education with AI and Digital Tools

Synopsis     
Target audience:
Workshop Learning Outcome    

• Apply AI and digital tools in quantitative and qualitative health professions research. 
• Utilize AI for data analysis, qualitative research, and manuscript writing. 
• Enhance research presentations using AI-powered infographic tools.

Uniqueness and Value Driven 

Integrating Intercultural Competence in Health Professions Education: From Foundations to Clinical Practice

Synopsis
Target Audience:
Workshop Learning Outcome    

• Define intercultural competence in the context of health professions education. 
• Align teaching and learning strategies to integrate intercultural competence into foundational coursework and clinical training.
• Discuss assessment methods to evaluate intercultural competence among learners.
• Develop actionable plans to foster an inclusive, culturally competent, and ethical learning environment mitigating challenges.

Uniqueness and Value Driven 

Universal Design for Learning: Rethinking Assessment to Support Diverse Students in A Global World

Synopsis     

• This workshop is aimed at medical educators, assessment leads, and curriculum designers who are looking to adapt their current assessment strategies to meet the needs of a diverse, international student population. Participants will also learn how UDL principles can help enhance clinical and cultural competence in medical assessments, ensuring that assessment practices are both globally relevant and sustainable.

Workshop Learning Outcome    

• Explain the principles of Universal Design for Learning (UDL) and their application in medical education.
• Analyse how UDL strategies can be implemented in medical assessments to foster inclusivity for diverse learners.
• Devise how to adapt assessments to cater to the needs of international students, promoting clinical and cultural competence.
• Develop strategies to ensure sustainability and adaptability of assessments in globalised educational settings.

Uniqueness and Value Driven 

Psychological Safety in Global Educational Contexts

Synopsis     
Workshop Learning Outcome    

• Describe Clark’s four phases of psychological safety.
• Identify factors that enhance and those that diminish psychological safety in global educational contexts.
• Elaborate on strategies to increase psychological safety in learners and faculty.

Uniqueness and Value Driven 

Establishing a Globally Recognised & Sustainable Career - Nuts & Bolts of Learning, Engagement, and Networking for Early Career Health Professions Educators & Students

Synopsis     
Workshop Learning Outcome    

• Understand how globalization is shaping health professions education and identify key stakeholders in this transformation. 
• Develop learning strategies that align with international best practices while remaining adaptable to evolving global trends. 
• Explore methods of meaningful engagement with global networks, organizations, and academic institutions. 
• Build effective and ethical networking skills that foster collaboration across borders. 
• Identify challenges and solutions for maintaining a sustainable career within the globalized health professions education landscape.

Uniqueness and Value Driven 

Fostering Student Engagement in Health Professions Education through Quality Circles

Synopsis     
Workshop Learning Outcome    

• Understand the concept and principles of Quality Circles and their role in enhancing student engagement.
• Identify barriers to student engagement in global health professions education and explore strategies to overcome these challenges.
• Apply Quality Circle techniques to foster student participation, communication, and problem-solving in diverse learning environments.
• Develop action plans to integrate Quality Circles into their educational practices, focusing on student-centered approaches and engagement strategies.

Uniqueness and Value Driven 

Integrating AI-enhanced Adaptive Technologies into the Health Professions Curriculum

Synopsis     
Target Audience
Workshop Learning Outcome    

• explain the role of AI-enhanced Adaptive technologies in health profession education and its potential for creating personalized learning.
• identify key adaptive learning features that enhance self-directed learning and educational outcomes.
• integrate AI-driven adaptive assessment tools to optimize evaluations, with the tracking of student progress and performance.
• have gained hands-on experience of using an AI-question generator to create assessment questions (MCQs).
• address ethical considerations and challenges in implementing AI-driven medical education platforms into the curriculum.

Uniqueness and Value Driven 

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What Are We Measuring? Unpacking Assessment Debates in a Globalised HPE Landscape
Madawa Chandratilake (Sri Lanka)
 
Bridging Borders: How Globalisation is Shaping Accreditation in Health Professions Education
Sharifah Sulaiha (Malaysia)
 
Developing Educators for Globalised HPE: Which Competencies Matter?
Walter Eppich (Australia)
 

Synopsis

Incorporating Equity, Diversity, and Inclusion into Accreditation Systems
Ahsan Sethi (Qatar)
 
Embedding EDI in the Sustainable Training System (STS) for Healthcare & Professionals
Usman Mahboob (Pakistan)
 
Advancing EDI in Undergraduate Medical Education
Idrees Anwar (Pakistan)
 

Synopsis

Synopsis

Stakeholder Engagement: Connecting the Dots in Globalizing Higher Education and Health Professions Education
Mai Salah Yousuf Sater (Bahrain)
 

• Students & Faculty: The Quality Voices initiative empowering learners and teachers as co-creators of quality.
• Governments & Employers: Benchmarking projects with ministries and regional partners to align education with workforce priorities.
• Communities & Patients: Integrating social accountability by embedding community voices into professionalism and ethics curricula.

Globalizing Equity in Health Professions Education: From Awareness to Action through Educator Capacity Building
Mahwish Arooj (Pakistan)
 

Synopsis

• Examine the impact of colonial legacies and power dynamics on professional identity formation and ethics curricula.
• Critically analyse how ethics and professionalism are taught in a globalised HPE environment.
• Discuss strategies to contextualise and decolonise ethics education in diverse sociocultural Asian contexts.

History of Teaching Ethics in the Asian Continent
Wee-Ming Lau (Malaysia)
 
Ethics and Professionalism in a Globalised HPE: Whose Values Matter?
Pacifico Eric Eusebio Calderon (Philippines)
 
Current Scenario and the Way Forward for Ethics & Professionalism Education in the Global South
Muhammad Shahid Shamim (Pakistan)
 

Synopsis

Empowering Future Generations: The Role of Education and Research in Mitigating Climate Change Health Impacts in the Arab Region
Ismail Matalka (Pakistan)
Pillars of Excellence: Building Resilient Health Education Systems Across Borders
Rana Abdel Malik (Lebanon)
Building Stronger Health Education Systems Across Borders
Hassan Alzahrani (Saudi Arabia)

Synopsis

From Surviving to Thriving: Fostering Student Well-being and Resilience through Innovative Assessment Strategies in Global Medical Education
Saadia Sultana (Pakistan)
 

• Formative and Feedforward Assessments: Employing low-stakes, iterative feedback to nurture a growth mindset.
• Authentic Evaluation: Using real-world scenarios (e.g., OSCEs incorporating empathy metrics and reflective portfolios) to bridge theory and practice.
• Collaborative Models: Implementing peer- and team-based assessments that reduce isolation and build a supportive community.
• Flexible, Inclusive Design: Crafting culturally responsive assessments to meet diverse learner needs.
• Faculty Development & Technology Integration: Training educators in wellbeing-centered practices and leveraging AI-driven adaptive tools to personalize learning.

Fostering Resilient Educators and Learners in a Globalized Health Education System
Muhammad Nadeem Akbar Khan (Pakistan)
 
Resilience in Medical Education Leadership: Navigating Global Disruptions and Future Challenges
Fadil Citaku (Switzerland)
 

Synopsis

Expanding Global Reach, Reputation, and Impact Through TNE Collaboration
Kim Dale (United Kingdom)
 

• How to align TNE initiatives with institutional mission and strategic priorities.
• Approaches to safeguarding academic quality and brand integrity across diverse contexts.
• The role of TNE in building long-term partnerships and contributing to local capacity development.
• Leadership strategies for navigating governance, risk, and resource allocation in international ventures.

Making Transnational Education A Reality: The IMU Experience
Ian Symonds (Malaysia)
 
From Student to Doctor: Navigating Global Pathways in HPE
Savithri Sathivelu (United Kingdom)
 

Synopsis

Synopsis

Determinants of Community-oriented Education in Health Professions
Wagdy Talaat (Egypt)
 
The present and Near Future of Health Professions Education Ecosystem. Seeing It Through the Lens of Systems Thinking
Hossam Hamdy (UAE)
 

Synopsis

Beyond Boundaries: Strategic AI Integration for a Globalised Health Professions Education
Masood Jawaid (Pakistan)
 
AI in Health Professions Education: Stakeholders at the Crossroads of Innovation and Responsibility
Madiha Sajjad (Pakistan)
 
From Innovation to Implementation: Sustainable AI in Medical Education
Rehan Ahmed Khan (Pakistan)
 

Synopsis

Neuroplasticity Meets AI: The Future of Cognitive Learning in Medicine
Abida Shaheen (Pakistan)
 
The AI-Powered Classroom: Redefining Medical Training
Fahad Azam (Pakistan)
 
Precision with Principles: Ethical use of AI tools for Precision Medical Education
Mohammad Iqbal Khan (Pakistan)
 

Synopsis

The Evolution of Global Collaborative Research in Health Professions Education and its current Challenges
Peter GM de Jong (Netherlands)
Integration of Generative AI in Faculty Development
Chen Zhi Xiong (Singapore)
Preparing Medical Students for the Future Through Medical Research Education: Master Medical Education at Hasanuddin University
Rina Masadah (Indonesia)
 

Synopsis

Beyond Border Excellence: Strategies to engage Stakeholders through innovative Faculty Development
Rahila Yasmeen (Pakistan)
 
Building Global Competence: Faculty Development Strategies for an Interconnected World
Shabana Ali (Pakistan)
 
Sustainable Growth: Long-term Faculty Development in a Global Context
Muhammad Saiful Bahri Yusoff (Malaysia)

Synopsis

In 1859 Charles Blondin amazed crowds by walking a tightrope across Niagara Falls. He did it again and again, sometimes blindfolded, sometimes even carrying a man on his back. His feat teaches us something about medicine: true mastery comes from deliberate practice. There is also a message about the future of health professions education - that balance is of the greatest importance, balance between:

1. Globalisation and localisation.
2. Technology and human interventions.
3. The roles of the different stakeholders.
4. The difference elements in a curriculum.
5. Providing students with the necessary knowledge and skills they require on graduation and futureproofing them for a career in medicine.