CONFERENCE PROGRAMME
Pre-Conference
Day 1Friday, 13 Oct 2023- 09:00AM - 12:00PMPre-Conference Workshop - P1a (Onsite)
Title: Using Cinema to Explore Student Empowerment and Comunity Partnership in Health Professions Education
Facilitators: Pathiyil Ravi Shankar (Malaysia), Anuradha Joshi (India), Juhi Kalra (India)
Venue: Seminar Room 1.12.09, Level 1, IMU Bukit Jalil CampusRead SynopsisSynopsis
Movies can play a vital role in the education of future healthcare professionals. The term cinemeducation has been coined to describe the use of cinema in medical education. Movies and movie clips have been used for various purposes including exploring the history of medicine, understanding the patient’s perspective, exploring important social issues, and helping the holistic development of healthcare professionals. The authors have been using cinema in the education of students for over a decade. Movie and movie clips have been used to explore ‘soft skills’ and other areas. Movies effectively engage learners with the affective dimensions of health, sickness, and disability.
The areas of student empowerment and community engagement in education can be explored effectively using movies. In addition to the cognitive domain, the affective one will be significantly strengthened. In this interactive and engaging workshop, the facilitators will introduce the participants to cinemeducation, explore strategies to enhance student empowerment and community engagement, and use movie clips to engage with these at a deeper, affective level. A guide on using cinema will also be worked on and developed collaboratively.Pre-Conference Workshop - P1b (Onsite)
Title: Effective Mentoring Conversations: Ask More, Tell Less!
Facilitators: Benjamin Yen Seow (Singapore), Marion Aw (Singapore), Zhi Xiong Chen (Singapore)
Venue: Seminar Room 1.12.02, Level 1, IMU Bukit Jalil CampusRead SynopsisSynopsis
Mentorship plays a pivotal role in the training and career development of both medical students and practicing physicians. The term ‘mentor’ is derived from the name of a teacher, Mentor, whom Odysseus trusted more than his own family to raise his son when he was away at war. In other words, it describes a selfless relationship guided by someone who imparts wisdom and knowledge to a less-experienced individual. Within medicine, mentorship has long been a commitment for many senior physicians. A central component of medical training, it is instrumental in reinforcing ethics and professionalism, personal and career development, as well as formation of professional identity.
A lasting and effective mentor-mentee relationship builds upon key characteristics such as mutual trust and respect, role-modelling of values, appreciative and non-judgmental inquiry, learning together about what gives meaning in different aspects of life, and fostering professional and personal growth for both the mentor and the mentee. Communication skills and relational competence are thus crucial in the longitudinal development of this mentor-mentee relationship. Thoughtful intent in creating an atmosphere during conversations that prioritize trust over hierarchy and bidirectional exchange over mentor monologue. Active listening is an imperative skill; to listen purely to understand, without judgment or need to provide solutions. This allows mentees to feel comfortable and safe to share as well as to seek help and guidance whenever needed.Pre-Conference Workshop - P1c (Onsite)
Title: Engaging Students and Faculty in Academic Publishing: Strategies to Make Manuscript Submission and Dissemination of Your Published Work More Successful and Enjoyable
Facilitators: Peter GM de Jong (Netherlands), Julie K Hewett (USA)
Venue: Seminar Room 1.12.13, Level 1, IMU Bukit Jalil CampusRead SynopsisSynopsis
Scholarly work is of great importance in health professions education for developing new teaching methods, program evaluation, accreditation, and promotion and tenure. Scholarship results in products that are subject to feedback from peers and are being shared with others around the world. While doing research itself is often very engaging, many scholars might be less than enthusiastic about the process of writing and submitting a manuscript to a journal. This is unfortunate, as the process of writing articles and disseminating your achievements after publication can be a very satisfying and pleasant activity.
Having appropriate background knowledge about the process can help making authors become more engaged and passionate. Beyond good academic writing skills, attention needs to be paid to intended audience, appropriate article type, educational rigor, journal selection and common practices in different parts of the world. Knowledge of typical procedures within Editorial Boards and Editorial offices might also help to optimally prepare the manuscript and significantly increase the chances for acceptance of the manuscript. And once the article has been accepted and published, the authors can proactively promote their achievements instead of relying on passive dissemination of the article through library systems. Many online platforms like Twitter, Facebook, Instagram, LinkedIn, and ResearchGate make sharing results easy and enjoyable. Social media and social networks offer a wealth of opportunities to actively increase the visibility of the article, indirectly leading to more academic usage of and more citations to the work.
The workshop will give the attendees practical strategies to improve the quality of their submission and more insight in the editorial processes of a journal, in order to increase the chances of acceptance of their work. Suggestions to handle reviewer bias and to avoid rejection caused by regional and cultural differences will be provided. During the session the participants will get small group assignments in order to help clarify the several steps in submitting a manuscript. Secondly, the participants will learn how to formulate effective social media expressions for a specific sample article. Based on the brainstorm exercises and actual experiences from the audience, the presenters will provide further tips and recommendations.Pre-Conference Workshop - P1d (Onsite)
Title: Designing a Community-Based Patient-Centred "Reverse" Interprofessional Education (IPE) Learning Activity
Facilitators: Weeming Lau (Malaysia), Pacifico Eric Eusebio Calderon (Philippines), Wai-Tat Wong (China), Vivian Lee Wing Yan (China)
Venue: Seminar Room 1.12.06, Level 1, IMU Bukit Jalil CampusRead SynopsisSynopsis
IPE involves engagement of heterogeneous groups of learners from different discipline and creation of experiential diverse learning opportunities in various healthcare settings for a patient suffering from a given disease for example “multidisciplinary management of a diabetic patient in the hospital, daycare centre and the community”.
Traditionally we encouraged students or trainees from different health care disciplines to evaluate patients’ need in different stages of their diseases to achieve holistic care for patients in the healthcare facility or in the community. The contemporary IPE pedagogy should reverse the direction of care planning from the healthcare workers’ perspective to the patients’ lenses. Patients suffering from chronic illnesses including diabetes, stroke, heart failure and chronic obstructive pulmonary disease require supports in different perspectives, which may involve one or more healthcare discipline. A patient-centred reverse IPE potentially enhances learners’ engagement and opportunities for experiential learning.
The current workshop aims to employ the patients’ voice in IPE, as we look from the lenses of the patients on the treating team, rather than just among the different members of the treating team. If we achieve the reverse care planning direction to the healthy community in the longer term, the individual member of the treating team will appreciate the multidisciplinary management of the patient more effectively than the combined effect of care provided by individual healthcare discipline – the synergistic effect of interprofessional care.Pre-Conference Workshop - O1a (Online)
Title: Scenario Design in Simulation-based Education
Facilitators: Sow Chew Fei (Malaysia), Chong Pek Sam (Malaysia)
Venue: OnlineRead SynopsisSynopsis
Simulation-based education is an education aimed at developing a range of core skills by reproducing practice, exposing learners to a range of medical experiences for critical reflection and developing capability in real-time critical reasoning, ultimately improving patient safety and care. Evidence in the literature supports the effectiveness of simulation-based education as a teaching tool to promote technical and non-technical skills. Simulation can be adapted to fit the student's needs at various phases of their studies, overcome teaching challenges for rare scenarios, provide possibilities for students to be exposed to culturally sensitive scenarios, and overcome difficulties securing clinical placements. The best scenarios were created by collaboration between the teachers and the learners. However, simulation-based education is rather daunting for both new educators and experienced clinicians. This workshop aims to help educators who are new to simulation-based education to understand the principle, and the workshop goal is to create a scenario as the first step in planning a simulation session.Pre-Conference Workshop - O1b (Online)
Title: Promoting Self-Regulated Learners
Facilitators: Wong Pei Se (Malaysia), Norul Hidayah Mamat (Malaysia), Ebenezer Chitra (Malaysia)
Venue: OnlineRead SynopsisSynopsis
Self-Regulated learning has a long history in psychology, education, and medicine. Self-Regulated Learning (SRL) is a determining factor for academic achievement. Although challenging, faculty needs to promote SRL practice among the students in order to support students’ academic as well as personal development, both in online and face-to-face learning environments.
This introductory workshop will discuss what self-regulated learning is, how it enhances learning and useful strategies to promote self-regulated learning. This workshop will also consider if popular educational strategies such as flipped classrooms and instructional technology effectively promote self-regulation of learning. - 12:00PM - 01:45PMLunch Break
- 01:00PM - 02:00PMIMU Clinical Skills and Simulation Centre Tour
45-minute tour at IMU Clinical Skills and Simulation Centre, Ground Floor, IMU. Limited Spot Available. Please register and collect tickets for the tour at Registration Counter.
Venue: Clinical Skills and Simulation Centre (CSSC), Level G, IMU Bukit Jalil Campus - 02:00PM - 05:00PMPre-Conference Workshop - P2a (Onsite)
Title: Disruptive Behaviour - Impact on Well-Being, and How We Can Empower Individuals to Address it Effectively
Facilitators: Inthrani Raja Indran (Singapore), Marion Aw (Singapore), Benjamin Yen Seow Goh (Singapore), Kristy Xinghan Fu (Singapore)
Venue: Seminar Room 1.12.09, Level 1, IMU Bukit Jalil CampusRead SynopsisSynopsis
Disruptive Behaviour (DB), in healthcare, can be defined as any form of inappropriate conduct which can interfere quality health care delivery. They include both verbal and nonverbal behaviours including yelling, demeaning remarks, harassment, and bullying.
Studies have demonstrated that DB can contribute to a hostile working and learning environment, and negatively influence patient safety. Overall, these factors can affect the perspectives, attitude, and emotional responses of healthcare professionals in various situations. Moreover, many studies have also shown that cultural barriers such as hierarchy and power distance that are widely embedded in the health care system further impedes resolution of these problems.
This may facilitate the culmination of high-tension encounters into disruptive behaviours in healthcare. The inability to seek recourse and support can be experienced as trauma and negative self-assessment by individuals. While research on DB has gained much traction over the years, issues surrounding a lack of policies and guidelines to address DB, reporting systems, internal organisational dynamics, leadership, and confidentiality, has largely hampered progress, and it remains as an ongoing problem. In this workshop we will explore these issues, which have raised the need to review workplace practices and introduce agents of change to systematically improve the working environment of healthcare workers and address the root factors underpinning DB.
Through our discussions, and resources provided we hope that the participant would be able to return back to their respective organisations and initiate an action plan that could eventually help to curb DB and improve the lives of the healthcare professionals and the patients we care for. Join us for a workshop in exploration and learning.Pre-Conference Workshop - P2b (Onsite)
Title: A Practical Guide for Implementing Socially Accountability Values in Day-to-Day Curriculum Activities
Facilitators: Mohamed Hassan Taha (UAE), Mohamed Elhassan (Ireland)
Venue: Seminar Room 1.12.02, Level 1, IMU Bukit Jalil CampusRead SynopsisSynopsis
The mission of medical schools is to train and graduate competent doctors who are dedicated to the health of the community and able to deliver health services along with preventive, educational, managerial and treatment services in all levels. Medical schools should adjust their educational, research, and service programs to respond to priority health issues of individuals as well as society as a whole. In 1995, The WHO emphasized the concept of social obligation of medical schools towards their communities by setting the definition of social accountability as the “obligation of medical schools to direct their education, research and service activities towards addressing the priority health concerns of the community, region, and/or nation they have the mandate to serve”. This workshop aimed at introducing the participants to social accountability in day-to-day curriculum activities.Pre-Conference Workshop - P2c (Onsite)
Title: How to (or not to) ... Develop and Implement a Standardized Patients Training Program in Your Institute for Teaching and Assessment
Facilitators: Mahalakshmi Venkatesan Natrajan (India), Dinker Ramanand Pai (India)
Venue: Seminar Room 1.12.06, Level 1, IMU Bukit Jalil CampusRead SynopsisSynopsis
This workshop introduces basic concepts in SP methodology, covering key terms and scope of practice. It considers the who, what, why and how of this unique teaching learning method. The scope of practice of SPs, the advantages of using them and challenges with SPs are also discussed. The instructors outline best practices in the field and share their experiences working with SPs in Asian context. You're also provided with learning resources on the topic. Throughout the session, you're encouraged to context the content for your own setting.Pre-Conference Workshop - O2a (Online)
Title: Overcoming the Challengers in Teaching Incoming Learners During Clinical Practice
Facilitators: Ahmed Al Hammadi (Qatar), Magda Wagdy (Qatar), Marcellina Mian (Qatar), Amal Khidir (Qatar)
Venue: OnlineRead SynopsisSynopsis
Teaching in clinical settings can be challenging especially with incoming learners of different cultural and medical education backgrounds. Clinical educators are faced with balancing patient care and learner teaching. Effective team and interdisciplinary communication skills are needed for clinical supervisors and educators to address learners’ backgrounds, cultural differences and factors that may underlie any problematic behaviours as they transition to their new institutional culture, and medical education system. Supervisors need better understanding, support, appropriate skill sets, and resources to assess and give culturally sensitive constructive feedback with the goal of achieving the changes needed1-3. This interactive workshop is designed to offer experiential educational exercises related to communication and interactions in healthcare. It focuses on professional development and skill building to recognize gaps in system and practice-based competencies of incoming trainees and give mindful constructive feedback.Pre-Conference Workshop - O2b (Online)
Title: Making Effective Educational Videos
Facilitators: Fabian Davamani Amalraj (Malaysia), Vasudeva Rao (Malaysia), Muhammad 'Azizi (Malaysia), Muhammad Aswandi (Malaysia)
Venue: OnlineRead SynopsisSynopsis
Video is an important component of flipped, blended, and online classes but ensuring that videos are helping students involves taking a deeper look at video design and production. Interactive elements incorporated within the video enhance its quality and appeal. Designing the teaching activity based on educational principles results in effective delivery and impact.
ADDIE Analyze, Design, Develop, Implement and Evaluate is a commonly used instructional design framework for technology-based teaching to create effective and engaging learning experiences. When designing visual learning experiences using ADDIE, it's important to keep learners at the center of the process. Using visual aids that align with their learning preferences and needs and evaluating the effectiveness of visual aids is critical to continuously improving learners’ learning experience. This workshop aims to discuss the use of ADDIE framework to support the development of educational videos.
By attending this workshop, you can enhance your educational content and provide a visually appealing setting for your student viewers. By following these steps and adding your personal touch, you can create engaging and informative educational videos in our hands-on workshop environment. - 02:30PM - 04:30PM17th Niigata Meeting (By Invitation)
- 06:00PM - 09:00PMDinner (By Invitation)
Main Conference
Day 2Saturday, 14 Oct 2023- 08:00AM - 08:30AMRegistration
Venue: Foyer, Level 4, IMU Bukit Jalil Campus - 08:30AM - 08:45AMOpening Ceremony
Venue: Mei Ling Young Auditorium 2, Level 4, IMU Bukit Jalil Campus - 08:45AM - 08:50AMWelcome Address
Nilesh Kumar Mitra (Organising Chair)
Venue: Mei Ling Young Auditorium 2, Level 4, IMU Bukit Jalil Campus - 08:50AM - 09:00AMOpening Address
Abdul Aziz Baba (Vice Chancellor, IMU)
Venue: Mei Ling Young Auditorium 2, Level 4, IMU Bukit Jalil Campus - 09:00AM - 09:50AMPlenary 1
Title: Institutional Culture of Engaging Stakeholders' Voices
Raja Nur Shahkeerah (Malaysia) - Health Professions Education: Which Stakeholder Shoulder Have Primacy?
Trudie Robers (United Kingdom) - Cultivating an Institutional Culture that Values Students' Voices
Venue: Mei Ling Young Auditorium 2, Level 4, IMU Bukit Jalil CampusRead SynopsisSynopsis
A positive institutional culture promotes communication platforms to ensure that diverse students and community voices are heard and respected. Through nurturing a culture that prioritises student and community partnership, institutions have meaningful relationships that improve learning experiences, address community needs, and facilitate social change. This talk offers perspectives from students and educators on the role of institutional culture in promoting students and community voices.
Health Professions Education: Which Stakeholder Should Have Primacy?
Using the medical course at the University of Leeds as an example, in this talk, I will explore who are the different stakeholders in the education of Health Professionals and ask the question: Who should have the final say on what future doctors should be taught?
Cultivating an Institutional Culture that Values Students' Voices.
In higher education, institutional culture demonstrates the values and collective understandings that shape the students’ patterns and values. There is growing attention to advancing student voice in the institution, especially in shaping their academic or extracurricular learning. Authorising students’ voices is crucial in strengthening their sense of belonging and building a stronger connection with the institution. In this plenary, I will discuss the roles of different stakeholders, particularly the mentors and lecturers, in shaping an institutional culture that values students' voices. - 09:50AM - 10:00AMPhotography Session
Venue: Mei Ling Young Auditorium 2, Level 4, IMU Bukit Jalil Campus - 10:00AM - 10:20AMBreak, Networking & Visit Sponsor Page/Exhibition Booths
Venue: Dewan Chancellor & Open Area, Level 4, IMU Bukit Jalil Campus - 10:20AM - 11:20AMSymposium 1a
Title: Preparedness as Junior Doctors: Perspectives of Learners of the Alpha Generation
Amanda Albert (Malaysia) - Taking Care of Mental Health
Joash Tan Loh (Malaysia) - Preparedness for Junior Doctors: Part and Parcel of Medical Education
Kuhanesh Janardanan (Singapore) - The Road Less Taken
Venue: Mei Ling Young Auditorium 2, Level 4, IMU Bukit Jalil CampusRead SynopsisSynopsis
The symposium ‘Preparedness as Junior Doctors: Perspectives of Learners of the Alpha Generation’ will explore the changes and differences in medical education over the past 15 years. The three speakers from Malaysia and Singapore, alumni of IMU Malaysia, will share their perspectives on various topics related to medical education and the changes that have occurred over the years.
Ripple 1: Taking care of mental health
Amanda Albert (Malaysia)
The presenter, a psychiatrist and medical educator believes strongly in the importance of mental healthcare in medical education. She highlights that medical students from Gen Z face a unique set of challenges, different from their predecessors. They are exposed to a rapidly changing world, with digital technology permeating almost every aspect of their lives, and unprecedented amounts of information. On top of that, the advent of virtual teaching and learning during the COVID-19 pandemic has transformed how students can experience or choose to experience university life.
In her presentation, she will emphasize the need to teach student doctors to be aware of and take care of their mental health. She highlights that the young people of Gen Z report unprecedented levels of stress, anxiety and depression, and it is vital for educators to consider this aspect in the equipping of medical students, and even young people across the board. She advocates incorporating interventions that increase mental health awareness and the ability for self-care into the medical curriculum
Having heard and shared the difficulties faced by medical educators, she will also discuss the issue of the generation gap, and how it impacts medical education today. She proposes methods in which educators from different generations can adapt to Gen Z to remain relevant and supportive, and perhaps even learn from them.
Ripple 2: Preparedness for Junior Doctors: Part and Parcel of Medical Education
Joash Tan Loh (Malaysia)
The presenter, a physician based in a government hospital teaching junior doctors in Malaysia, will expand on the challenges of balancing instant gratification and duty in medical education. He will discuss the impact of the current generation's reliance on technology and instant gratification, and how this can lead to a lack of patience and perseverance when learning and practising medicine.
He will explore strategies for educators to help students develop patience and perseverance, such as providing feedback and constructive criticism, encouraging reflection and self-awareness, and promoting a growth mindset.
In addition, the speaker will discuss the role of leadership in promoting a culture of patient-centered care and emphasising the importance of duty and responsibility in medical education. He will also touch on the impact of technology on patient care and the importance of balancing the benefits of technology with the need for human connection and empathy.
Overall, the presentation will provide attendees with a deeper understanding of the challenges faced by educators in balancing instant gratification and duty in medical education and strategies for promoting patient-centered care and professionalism.
Ripple 3: The Road Less Taken
Kuhanesh Janardanan (Singapore)
The presenter, who's currently a senior resident in public health in Singapore, will explore some of the reasons behind physicians choosing non-clinical or even non-medical fields of work. Most graduates prefer to practice clinical medicine and non-clinical and public health are less commonly chosen.
The presenter will expound on his own experiences in developing a broader understanding of healthcare systems, policy, and exploring alternative career paths. He will also touch on the challenges of transitioning from clinical to non-clinical work, such as mismatched expectations due to diverse career backgrounds.
Overall, the presentation will provide attendees with a deeper understanding of the drivers behind the rise of non-clinical work in medical education and the presenters own experiences and reasons for seeking non-clinical careers.Symposium 1b
Title: Students as Catalysts: Leadership and Collaboration
Woon Shi Sien (Malaysia) - Students as Effective Change-Makers
Jigyasa Sharma (Malaysia) - Peer Tutoring as a Catalyst for Student Engagement
Quek Joo Wei Ethan (Singapore) - A Student-Led Approach to Medical Education
Venue: Mei Ling Young Auditorium 1, Level 4, IMU Bukit Jalil CampusRead SynopsisSynopsis
Students as Effective Change-Makers
Woon Shi Sien (Malaysia)
As one of the largest demographics in the world, the youth is poised to be effective agents of change, given the proper platform and opportunities. This presentation will cover the work that has been done in the Asia-Pasific region to empower and capacitate medical students. The presenter will discuss the role of medical students in leadership and collaboration to face the health challenges of tomorrow.
Peer Tutoring as a Catalyst for Student Engagement
Jigyasa Sharma (Malaysia)
Peer tutoring has gained attention as an educational intervention aimed at improving student learning outcomes. It involves students helping each other in academic subjects, creating a collaborative learning environment. Research suggests that peer tutoring enhances comprehension and memory recall, and fosters camaraderie among students. It also develops interpersonal and social skills for both tutors and tutees. However, the effectiveness of peer tutoring can vary based on factors such as subject, session length, and student personalities. Interviews with IMU students involved in the peer tutoring program revealed positive experiences, indicating personalized support, increased motivation, and improved interpersonal skills, they helped to determine its impact on academic performance and learning outcomes.
A Student-Led Approached to Medical Education
Quek Joo Wei Ethan (Singapore)
Even as we are slowly easing measures, the COVID-19 pandemic has undoubtedly changed the landscape of medical education, accelerating the development of technology-enabled education. The online learning environment has its benefits, allowing for improved flexibility in the curriculum and allowing our students to explore their interests outside of medicine. Yet, navigating this environment brings about a different kind of academic challenge as students may fall through the cracks in light of reduced peer-to-peer interaction.
Hence, we would like to take this time to review the student-led initiatives that have supported our medical students in their academic pursuits. These initiatives revolve around three pillars: Empowering learning, Encouraging mentorship, and Engendering change. We also highlight the close collaboration between students and faculty via the NUS Medical Society, the students' representative organisation, to equip our students with the relevant skills to address the academic needs of our students. - 11:30AM - 12:30PMSymposium 2a
Title: Engaging, Enabling and Empowering the Students' Voice in Teaching and Learning
Weeming Lau (Malaysia) - The Importance of Seeking Early Feedback from Students
Wei-Han Hong (Malaysia) - Enhancing Communication Skills in Year 1 Medical Students
Er Hui Meng (Malaysia) - Students as Partners in Quality Assurance (QA) of Health Professions Education
Venue: Mei Ling Young Auditorium 2, Level 4, IMU Bukit Jalil CampusRead SynopsisSynopsis
We are living in an information-rich era. Information related to health professions education and practice increases geometrically every minute. Students can access this vast quantity of information at the click of a mouse. However, they also need to know how to segregate the voluminous information of varying quality.
The Importance of Seeking Early Feedback from Students
Weeming Lau (Malaysia)
Feedback is integral to learning. It has been repeated often enough that effective feedback needs to be constructive, timely and non-judgmental. The feedback also needs to be acted upon. The presenter will share the importance of early feedback that not only helps the students but also the teachers and the institution to take adequate steps to implement changes.
Enhancing Communication Skills in Year 1 Medical Students
Wei-Han Hong (Malaysia)
Role-playing with constructive feedback encourages medical students to reflect upon their practices. This is evident in small group teaching where the platform provides a conducive and safe environment that allows student learning to occur in an enriching and positive manner. The presenter will be discussing an example of a workshop session on engaging students in role-playing, reflecting, and providing constructive feedback as part of their learning process; and how these practices can be scaffolded throughout their medical education journey.
Students as Partners in Quality Assurance (QA) of Health Professions Education
Er Hui Meng (Malaysia)
Students’ voices are crucial to enhance the collective student learning experience. To empower students in the decision-making process of education delivery, students should not only be engaged in the course and learning environment evaluation, but also in structures and processes at the subject, faculty, and institutional level. This shifts the role of “students as consumers” to “students as partners” in education. In this presentation, the personal and professional development of health professions students through their roles in Quality Assurance (QA) of education are discussed.Symposium 2b
Title: Student and Community Engagement with Technology Enhanced Learning (TEL)
Rohan Bates (Australia) - Learner Dashboard to Promote Self-Regulation of Learners and Educators in Medical Simulation
Chase Sherwell (Australia) - Using Biometrics to Investigate and Understand 'Hidden' Learner States in the Learning Environment
Sow Chew Fei (Malaysia) - VR in Medical Education
Venue: Mei Ling Young Auditorium 1, Level 4, IMU Bukit Jalil CampusRead SynopsisSynopsis
Digital technology has become a central aspect of higher education. By leveraging technology, students gain access to a wide range of interactive tools, resources, and platforms that enhance their learning experiences. Engaging the community in technology-enhanced learning nurtures collaboration and facilitates knowledge sharing. These initiatives create an inclusive and dynamic learning environment that prepares students for the challenges and opportunities of the evolving landscape of technology and connectivity.
Learner Dashboard to Promote Self-Regulation of Learners and Educators in the Medical Simulation
Rohan Bates (Australia)
We can measure procedural skill development, but how do we know we are developing non-procedural skills in our learners? The journey to answer this question has led to the development of a Medical Simulation Learning Dashboard, which uses algorithms to process information from short experience sampling surveys and biometric data (particularly EDA electrodermal activity and physiological synchrony), with the aim to help educators and learners to self-regulate.
Using Biometrics to Investigate and Understand 'Hidden' Learner States in the Learning Environment
Chase Sherwell (Australia)
Using biometric devices to measure changes in autonomic nervous system activity is a promising and increasingly viable approach to understanding learner states in educational settings. Physiological measures such as electrodermal activity (skin conductance) and heart rate variability can provide real-time indicators of psychological arousal, affective states, and interpersonal process without interrupting learning. This symposium will discuss recent research showing how physiological data can provide insights into educationally-relevant processes in real-world learning environments, and potential implementations and challenges associated with real-time use of biometrics in medical training. We argue that biometrics can assist educators in adapting strategies, creating supportive environments, and improving learning outcomes and well-being.
VR in Medical Education
Sow Chew Fei (Malaysia)
Virtual reality (VR) has rapidly emerged as a complementary teaching tool in medical education over the last few years. The realistic simulation of VR allows medical students to engage in immersive simulations of medical scenarios. Reproducibility, flexibility in terms of time and venue and practising in a controlled and safe environment are essential to promoting patient safety and helping students in developing critical skills and gaining confidence in their learning. Active participation in such experiential learning improves learning transfer and retention. VR offers collaboration opportunities a platform for research and innovation and has the potential to revolutionise medical training. This symposium will share some VR initiatives collaborated with students and interprofessional partnerships as well as challenges encountered during implementation into the medical curriculum. - 12:30PM - 01:30PMLunch Break
Venue: Dewan Chancellor & Open Area, Level 4, IMU Bukit Jalil CampusTalk by Gold and Silver Sponsors
Venue: Dewan Chancellor & Open Area, Level 4, IMU Bukit Jalil CampusVisit Exhibition
Venue: Dewan Chancellor & Open Area, Level 4, IMU Bukit Jalil Campus - 01:30PM - 02:30PMIMU Clinical Skills and Simulation Centre Tour
45-minute tour at IMU Clinical Skills and Simulation Centre, Ground Floor, IMU. Limited Spot Available. Please register and collect tickets for the tour at Registration Counter.
Venue: Clinical Skills and Simulation Centre (CSSC), Level G, IMU Bukit Jalil CampusOral Presentation Session 1
Venue: IMU Bukit Jalil CampusE-Poster Presentation Session 1
Venue: IMU Bukit Jalil Campus - 02:35PM - 03:35PMSymposium 3a
Title: Authentic Experiences and Mentoring to Increase Student's Motivation and Engagement
Peter GM de Jong (Netherlands) - The Use of Virtual and Augmented Reality to Create Authentic Learning Experiences
Vishna Devi Nadarajah (Malaysia) - How Traditional Dissection Room Teaching Impacts the Identity Formation of Students
Rina Masadah (Indonesia) - The Professional Development of the Educator to Engage and Mentor Students
Venue: Mei Ling Young Auditorium 2, Level 4, IMU Bukit Jalil CampusRead SynopsisSynopsis
Increasing students’ motivation and engagement can be a major challenge in healthcare education. Not only intrinsic and extrinsic factors have an impact on the motivation and engagement of students, also the teachers’ communication behaviors and guidance have an influence. Research has shown that an engaged learning environment using meaningful learning experiences increases students' attention and focus on the topic. Motivation and engagement can be increased by a proper curriculum design. Active learning and self-regulated learning strategies and offering electives and exchange programs increase the students’ feeling of autonomy, relatedness and control. Not only does it have a positive effect on students’ academic motivation, performance and educational outcomes, but it also motivates students to practice higher-level critical thinking skills. It is therefore our responsibility to offer opportunities and support to engage students to prepare themselves as future healthcare leaders to meet the growing and evolving demands of modern health and healthcare. In the symposium, we will address the topic from a few different perspectives. Offering authentic learning experiences is important, which can be done with traditional teaching modes as well as the use of modern computer technologies. And while guiding and mentoring students is essential for them to become more engaged and to grow their professional identity as future healthcare professionals, the educator might need professional development support to perform this new role.
The Use of Virtual and Augmented Reality to Create Authentic Learning Experiences
Peter GM de Jong (The Netherlands)
Technology can make education more accessible and customised to the needs of the individual student. Students can study place and time independently and technology provides them with an opportunity to connect synchronously as well as asynchronously with their teachers and their peers. Some of the recent technologies offer new ways to teach topics in a way that was simply not possible in the past. Such technologies can also be used to offer students a simulated yet authentic learning experience to prepare them for future situations without the need to being present in the actual environment. At the University of Amsterdam, virtual and augmented reality applications have been developed to teach students basic sciences and clinical skills while still being outside of the actual clinical workplace. It offers intensive training opportunities, and it lowers the level of stress when entering the real clinical environment. Virtual training increases students’ motivation and engagement in the field. However, these modern techniques require different skills and competencies from the educator.
How Traditional Dissection Room Teaching Impacts the Identity Formation of Students
Vishna Devi V Nadarajah (Malaysia)
Over the last two decades, a radical change took place in medical education from traditional methods towards innovative developments using digital technology such as virtual simulations, online lecturing, practicals and tutorials. The Covid-19 pandemic era developed momentum for teaching methods to be online, and this new method has been continued afterward. We conducted an interview and focus group study among 1st-year pre-clinical medical students who attended anatomy lessons and practicals online between October 2020 and March 2021, and their teachers. We found that the progression towards the development of a professional identity was linked to two overriding themes: competence and dedication. Students and teachers revealed that they need new digital literacy skills to access and evaluate the accuracy of online information. Students and teachers indicated that online learning allows them to be more flexible and is conducive to learning. However, students also felt that without direct contact with a cadaver, they can only rely on their imagination to explore anatomic structures viewed on the screen and cannot depict the entire organ. Students were concerned that online anatomy learning will be difficult to recall in the long term because it uses only the senses of sight and hearing and not the senses of touch and smell. They were also concerned that by only learning online, they won't be able to develop their human side as a doctor. Empathy for patients was an aspect of humanism, including interprofessional issues when students interact directly with teachers and other students. It is obvious that online dissection room teaching has many advantages, but it also had a negative impact on student identity formation. Our study found that students still want to have the old hands-on anatomy learning because it is important for their identity as medical doctor.
The Professional Development of the Educator to Engage and Mentor Students
Rina Masadah (Indonesia)
Student engagement and mentorship are crucial for positive graduate outcomes. Graduate outcomes include personal and professional competencies that allow a successful transition into healthcare with opportunities for future growth and well-being. Educators play a significant role in determining these outcomes by providing an engaging and safe learning environment. They also act as mentors and role models, representing both institutional and their own professional values. This presentation will cover the why, how, and what of professional development of educators for their roles in student engagement and mentoring. This includes: Why this is a top priority for institutions? How can educators be supported for these roles? What are the key success factors for the professional development of educators when it comes to engagement and mentorship?Symposium 3b
Title: New Approaches to Education Delivery and Assessment in the Era of AI
Nilesh Kumar Mitra (Malaysia) - Online Learning and AI-based Intelligent Tutoring System
Maude E Phipps (Malaysia) - The Rise of AI: Rethinking Assessment in Education
Ong Jiaxian (Malaysia) - Advantages and Disadvantages of Using AI Among Students
Venue: Mei Ling Young Auditorium 1, Level 4, IMU Bukit Jalil CampusRead SynopsisSynopsis
To cope with the COVID-19 pandemic, educational institutions across the world embraced online learning. Despite health concerns during the pandemic situation, strong student preferences towards returning to face-to-face or hybrid mode brought challenges to the effectiveness of online learning. A significant one-third of the students who participated in feedback studies opined about poor organization of remote learning at the institutes and about problems in consulting the teacher when they had problems understanding the material. Lack of personalised learning, low motivation, and poor time management issues will also be discussed. Artificial intelligence (AI) can use computer vision, feedback and speech recognition, and principles of machine learning to create an advanced teaching assistant in an intelligent tutoring system (ITS). The ITS can be a mentor for millions of students. The online learning experience also brought about gaps in formative assessment and a lack of personalised feedback. AI-based tools are increasingly being used to create assessment tools for formative and adaptive assessments.
This symposium will discuss the new approaches to teaching-learning and assessment brought about by the advent of AI. The advantages and disadvantages brought about by AI as perceived by the students will also be discussed.
Online Learning and AI-based Intelligent Tutoring System
Nilesh Kumar Mitra (Malaysia)
Artificial intelligence (AI) can use computer vision, feedback and speech recognition and principles of machine learning and thus can create an advanced teaching assistant in an intelligent tutoring system (ITS). Online learning for the last few years has shown that inefficient use of technology leads to a lack of motivation and dissatisfaction among students. The teaching material produced by the faculty as a part of asynchronous learning often cannot facilitate personalized learning among students with different learning styles. Several research studies have found that the use of video games and principles of gamification can help students solve puzzles, build structures using spatial reasoning ability and can help them conceptualize theories in subjects such as mathematics, physics, engineering, and technology. Traditional ITS contains domain model, teaching model, students’ model and learning environment or user interface. As the progress in AI and machine learning has evolved, apart from inclusion of domain knowledge and pedagogical practices, the user interface has embraced the student model giving students an experience of apprenticeship. By applying principles of gamification, the motivation of students in carrying out the activities in the ITS system has been promoted. ITS systems have also evolved to adapt pedagogical activities to individual student's needs and capabilities.
The Rise of AI: Rethinking Assessment in Education
Maude E Phipps (Malaysia)
The past three years have brought tremendous advances in Artificial Intelligence which have impacted societies worldwide. The latest AI programmes such as Bard, Chat GPT, etc are revolutionary. Most are freely available, easy to use, and gaining popularity quickly. As educators, we are now facing an unprecedented situation in terms of learning and assessment. Given these tremendous developments, we are challenged to evolve. We must explore & find new ways to evaluate teaching & learning if we are to stay true to the ethos of developing thinkers.
Advantages and disadvantages of Using AI among students
Ong JiaXian (Malaysia)
Due to the advances in the use of AI and natural language processing, new kinds of writing tools have emerged. These AI-powered tools can be used by the students for text translation, improving spelling, rewriting or paraphrasing and improving their summarising skills. On the other hand, the tool can also produce inconsistencies and errors that students may not be aware of. How to deal with this type of tool is a difficult question. The presentation by the Student Council representative will explore this question. - 03:40PM - 04:40PMOral Presentation Session 2
Venue: IMU Bukit Jalil CampusE-Poster Presentation Session 2
Venue: IMU Bukit Jalil Campus - 04:45PM - 05:30PMPlenary 2
Title: Systems of Assessment: Meeting the Needs of Students and the Community
John Norcini (USA)
Venue: Mei Ling Young Auditorium 2, Level 4, IMU Bukit Jalil CampusRead SynopsisSynopsis
To fulfil the various roles of assessment in the educational enterprise, multiple examinations are used and historically they have been high stakes summative examinations. This use of assessment has aimed to serve the needs of the community by ensuring that graduating students are competent to take care of patients. However, over the past few decades there has been growing awareness of the powerful role assessment can play in supporting and creating learning. This talk will offer a description of the roles assessment plays in the educational enterprise and well as some of the research speaking to the power of feedback and formative assessment. It will identify the elements of a well-functioning system of assessment and how it might serve the needs of both the community and students. - 05:30PM - 06:00PMTea and Networking
Venue: Dewan Chancellor & Open Area, Level 4, IMU Bukit Jalil Campus
- 08:00AM - 08:15AMRegistration
Venue: Dewan Chancellor & Open Area, Level 4, IMU Bukit Jalil Campus - 08:15AM - 09:00AMPlenary 3
Title: 'It Takes a Community (village) to Raise a Doctor (child)'
Richard Hays (Australia)
Venue: Mei Ling Young Auditorium 2, Level 4, IMU Bukit Jalil CampusRead SynopsisSynopsis
In traditional clinical placements, students observe/participate in/learn from exposure/experiences to episodes of health care for patients who are in a particular part of the healthcare system. They usually will not see the patient again and so their learning is limited to periods of peak activity in individual clinical pathways. The focus of attention is often a single problem, often acute and/or severe, primarily in hospital settings, where patients are vulnerable captives. In a longitudinal integrated clerkship (LIC) students have opportunities to observe/participate in/learn from exposure/experiences of what happened before and after the acute episodes. They also are able to follow patient journeys into, through, and out of healthcare pathways, participating at several points in the journey, and interacting with a wider range of participants. The patients are more independent for most of the journey, and the context of their lives is evident and able to be considered when healthcare decisions are made. Patients’ families and neighbours become learning resources, as do all the health professionals and social services in the community. This is more holistic learning, qualitatively and quantitatively different from traditional placements. In this presentation, the evidence base for these assertions is discussed. - 09:00AM - 10:00AMIMU-Ron Harden Innovation in Medical Education (IMU-RHIME) Presentation
Venue: Mei Ling Young Auditorium 2, Level 4, IMU Bukit Jalil Campus - 10:00AM - 10:30AMBreak, Networking & Visit Sponsor Page/Exhibition Booths
Venue: Dewan Chancellor & Open Area, Level 4, IMU Bukit Jalil Campus - 10:30AM - 11:30AMSymposium 4a
Title: Community Participation in Health Professions Education
Ong Kok Hai (Malaysia) - Bridging Communities, Creating Opportunities
Sunthara Moorthy Subramaniam (Malaysia) - My Enchanting Journey as a Simulated Patient
Chin Kin Fah (Malaysia) - The Contribution of "i ∙ Silent Mentor" Programme in Medical Education - A Liberal Art Approach
Venue: Mei Ling Young Auditorium 2, Level 4, IMU Bukit Jalil CampusRead SynopsisSynopsis
To cope with the COVID-19 pandemic, educational institutions across the world embraced online learning. Despite health concerns during the pandemic situation, strong student preferences towards returning to face-to-face or hybrid mode brought challenges to the effectiveness of online learning. A significant one-third of the students who participated in feedback studies opined about poor organization of remote learning at the institutes and about problems in consulting the teacher when they had problems understanding the material. Lack of personalised learning, low motivation, and poor time management issues will also be discussed. Artificial intelligence (AI) can use computer vision, feedback and speech recognition, and principles of machine learning to create an advanced teaching assistant in an intelligent tutoring system (ITS). The ITS can be a mentor for millions of students. The online learning experience also brought about gaps in formative assessment and a lack of personalised feedback. AI-based tools are increasingly being used to create assessment tools for formative and adaptive assessments.
This symposium will discuss the new approaches to teaching-learning and assessment brought about by the advent of AI. The advantages and disadvantages brought about by AI as perceived by the students will also be discussed.
Bridging Communities, Creating Opportunities
Ong Kok Hai (Malaysia)
Wide gaps exist between the many and varied needs of underprivileged communities and the communities that are able to satisfactorily meet these needs. Rainbow Bridge Malaysia (RB) was founded in an attempt to bridge the gaps of both these communities. In doing so, RB has to seek out caring individuals, each with his/her own skills as well their network of communities that will add value and impact to the outcome of their collective contributions. Such efforts, not only require innovative thinking and tireless efforts but also leads to the creation of opportunities for experiential learning and research as well as nurturing and strengthening the spirit of humanitarianism among all involved. We will share our experiences.
My Enchanting Journey as a Simulated Patient
Sunthara Moorthy Subramaniam (Malaysia)
The challenges of stepping into the role of a patient is very emotional. As simulated patients (SPs), we have to visualise the patients’ struggles, fear, distress and triumphs. In my inspiring journey, I had the incredible opportunity to do just that and be trained to portray various medical conditions. I will take you through a captivating journey of the role of a SP, as I share the immersive and transformative experiences I have encountered. You will also hear about the unique challenges and rewards of this role and the impact we have on improving patient care. We portray various emotions and personalities, thus offering the opportunity for trainees to engage and practice effective patient-centred care with active listening and empathy. SPs complete the cycle by providing valuable feedback on communication effectiveness, professionalism and suggestions for improvement.
The Contribution of "i ∙ Silent Mentor" Program in Medical Education - A Liberal Art Approach
Chin Kin Fah (Malaysia)
The Academy For Silent Mentor, an independent education institute for body donation in Malaysia, provides care and support to body donors regardless of race and religion, for the advancement of medical education, research and training, and producing medical and related professionals with the touch of humanism and liberal arts and for the betterment of healthcare provision in Malaysia and beyond. Their vision is to make a difference to the provision of healthcare with the touch of humanism and liberal arts through the altruistic teaching of our Silent Mentors.
Empathy has been shown to decrease as medical students progress through medical school. We investigate the effect of the Silent Mentor program on students’ empathy levels. We hypothesized that the integration of empathy intervention strategies into medical education would increase the students’ empathy levels.Symposium 4b
Title: ASPIRE Academy: Unlocking the Secrets of Student Engagement in Undergraduate Medical Education
Rahat Longsomboon (Thailand)
Danai Wangsaturaka (Thailand)
Azlina binti Abdul Salam (Malaysia)
Vishna Devi N Nadajarah (Malaysia)
Venue: Mei Ling Young Auditorium 1, Level 4, IMU Bukit Jalil CampusRead SynopsisSynopsis
Student engagement encompasses a wide range of activities wherein students actively participate in management, education, research, and community activities. Recognized as a pivotal component, student engagement significantly contributes to improving academic outcomes and fostering personal and professional development. Despite the unique personal qualities displayed by Southeast Asian medical students, such as humility, respecfullness, and deference to authority figues, fostering their engagement within undergraduate medical education is indeed feasible.
The International Medical University and Chulalongkorn University were recipients of the ASPIRE-to-Excellence awards in 2012 and 2015, respectively, acknowledging their exemplary student engagement practices. This symposium aims to showcase their best practices in student engagement, shedding light on effective strategies to enable and empower student engagement, and shedding light on effective strategies to enable and empower students in actively engaging in educational development within the medical schools' milieu.
- 11:35AM - 12:35PMClosing Plenary
Title: The Changing Role of Students in Health Professions Education
Ronald M Harden (United Kingdom)
Jeni Harden (United Kingdom)
Venue: Mei Ling Young Auditorium 2, Level 4, IMU Bukit Jalil CampusRead SynopsisSynopsis
Attention has been paid in health professions education to curriculum planning and education strategies such as PBL, to teaching and learning methods including the use of new technologies, and to assessment including developments relating to performance and programmatic approaches.
The changing role of students is a key development in health professions education. Students are no longer considered simply as customers or clients but, working alongside the teacher, as partners in the learning programme. This will be perhaps the most important development in health professions education in the next decade (Harden & Harden, 2023).
In a conscious shift, schools need to decide where they wish to sit on the student/teacher partnership ladder, from little or minimal involvement of the student to a full partnership and strategic collaboration. How to best involve students and the extent of the collaboration in the education programme is a challenge.
In this presentation I will look at the roles of the student as a professional and scholar, as a curriculum collaborator and assessor, as an information processor and facilitator of learning and as a teacher. I will describe the ladder of increasing student/teacher participation in the education programme. - 12:35PM - 01:00PMPresentation of Awards for Oral, E-Poster & IMU-Ron Harden Innovation in Medical Education (IMU-RHIME)
Venue: Mei Ling Young Auditorium 2, Level 4, IMU Bukit Jalil CampusClosing Remarks
Nilesh Kumar Mitra (Organising Chair)
Venue: Mei Ling Young Auditorium 2, Level 4, IMU Bukit Jalil Campus - 01:00PM - 02:00PMLunch and Networking
Venue: Dewan Chancellor & Open Area, Level 4, IMU Bukit Jalil Campus
APA-PHS (PBL) Symposium
Day 3Sunday, 15 Oct 2023- 02:00PM - 03:00PMAPA-PHS (PBL) Symposium 1
Title: Digital Problem-based Learning: Empowering Students and Facilitators
Goon Jo Aan (Malaysia) - The Benefits and Challenges of Digital Problem-based Learning for Students and Facilitators
Hermanto Tri Joewono (Indonesia) - Using Technology to Aid Student-centered and Brain-Friendly Learning in Medical Education (Postgraduate Education)
Helen Octavia Djoenaydy (Indonesia) - Digital PBL for Digital Generation: The Good, The Bad, and The Lesson Learned
Venue: OnlineRead SynopsisSynopsis
Digitalization and the use of technology in teaching and learning are inevitable. Nevertheless, technology is merely a tool. While technology continues to develop at an accelerating rate, the efficacy of using technology to deliver PBL should remain as one of the concerns. This symposium invites experts with a wide range of experience to share their knowledge and perspectives on Digital Problem-based Learning. This symposium provides engaging academic discussion on three sub-themes:- The Benefits and Challenges of Digital Problem-Based Learning for Students and Facilitators.
- Effective Facilitation and Assessment of Students in PBL.
- Problem-Based Learning in Digital Era: Empowering Students.
Oral paper submissions are also invited. Submissions from both educators/facilitators and students will provide an objective and balanced perspective on the current situation.
The Benefits and Challenges of Digital Problem-Based Learning for Students and Facilitators
Goon Jo Aan (Malaysia)
Digital Problem-Based Learning (PBL) combines problem-solving and technology in an online or digital environment. It involves presenting problems or scenarios to students and guiding them through a structured process to find solutions using online platforms. Similar to conventional PBLs, digital PBL aims to facilitate student engagement, collaboration, and critical thinking through teamwork involving problem analysis, information search, knowledge application, and recommendation of solutions. In digital PBL, students are encouraged to utilize digital resources such as online databases, websites, simulations, multimedia, and communication tools to explore and address the problems effectively. Digital PBL offers students valuable opportunities for active learning, problem-solving, collaboration, and technology skills development. However, challenges such as self-direction, technology access, and group dynamics need to be addressed to ensure an effective and inclusive learning environment. Facilitators need to be proficient in using digital tools and platforms to create and manage digital PBL experiences. They must adapt to technological advancements and troubleshoot any technical issues that arise to guide students effectively through the PBL process.
Using Technology to Aid Student-centred and Brain-friendly Learning in Medical Education (in Post-graduate Students)
Hermanto Tri Joewono (Indonesia)
Using technology to aid student-centred and brain-friendly learning in Medical Education (in post-graduate students), student-centred learning (SCL) is often like a thin gold veneer. The packed curriculum and inadequate understanding by teachers cause the poor implementation of SCL. With the constant changes in medical education, increasing demands from accreditation institutions, and a better understanding of how the brain learns, we as faculty need to shift our paradigm to one where students are truly at the centre of SCL. Students need to be appreciated as the subjects of learning, with their own individual uniqueness, unlimited capabilities, and social environment. Technology advancements aid computer-assisted learning. Unlike teacher-centred approaches, students can independently train by utilizing visualization and simulation training programs, and if needed, lecturers can guide them both directly and virtually. Digital PBL also streamlines the educational process, enabling student tutoring from various locations, and tutors can incorporate visualization in scenarios to pique students' curiosity and assist auditory or visual learners. The digital world has also provided space for students, which is necessary to reduce bullying in the educational environment. PBL is part of SCL and aligns with brain-friendly learning in the following ways: 1. Appreciating students as subjects of learning who construct knowledge, attitudes, and skills to achieve educational goals. 2. Recognizing the uniqueness and unlimited capabilities of each student. 3. Addressing the impact of bullying and negative learning environments on the quality of education. 4. Understanding the neurological basis of active learning, visualization learning techniques, and the protege effect. 5. Recognizing the changes in the learning curve with dry/wet lab and computer-assisted learning.
Digital PBL for Digital Generation, the Good, the Bad, and the Lesson Learned
Helen Octavia Djoenaydy (Indonesia)
The pandemic has made a deep impact on everyone, including students. Conducting PBL virtually has several advantages, with health and safety being foremost, as well as the ease of meetings during the pandemic. However, the negative aspect is the lack of bonding and group chemistry. Learning is a social process, and learning from peers is a disadvantage of this method. Students need to learn about the digital presence and be respectful as if they were actually present in a meeting. To enhance digital presence, medical institutions need to provide special sessions to explain the requirements of digital presence and how to maximize it to support learning. - 03:00PM - 04:00PMAPA-PHS (PBL) Symposium 2
Title: Effective Facilitation and Assessment of Students in a Digital PBL
Noor Akmal Shareela (Malaysia) - Unlocking Potential with Digital Problem-based Learning: Empowering Students and Facilitators to Succeed
Diantha Soemantri (Indonesia) - The Power of Feedback for Effective Facilitation and Assessment During Problem-based Learning
Sanabil Ahsan (Malaysia) - Navigating PBLs as a Medical Student
Venue: OnlineRead SynopsisSynopsis
The "Effective Facilitation and Assessment of Students in PBL" symposium is a valuable opportunity for educators to enhance their skills in problem-based learning (PBL) facilitation and assessment. It offers practical insights and strategies that participants can apply to engage and challenge students while promoting deep learning.
The symposium is designed to provide a brief but informative platform for sharing experiences and expertise in PBL facilitation and assessment. It features three 15-minute presentations on key related topics. The symposium will conclude with a final 15-minute panel discussion that summarizes the key themes and takeaways from the symposium. Participants will be able to engage in a lively discussion with the panelists and share their experiences and insights.
We invite all educators interested in PBL to join us for this informative and engaging symposium.
Unlocking Potential with Digital Problem-Based Learning: Empowering Students and Facilitators to Succeed
Noor Akmal Shareela (Malaysia)
Digital problem-based learning is an innovative approach to education that utilizes technology to enhance the traditional problem-based learning model. The integration of digital tools and resources can enhance this method of teaching-learning, providing students and facilitators with a wealth of information, data, and resources to support their learning. By using digital problem-based learning, students are empowered to take control of their education, take an active role in their education, collaborate with others, and develop critical thinking and problem-solving skills. In turn, facilitators can guide them towards deeper understanding and improved outcomes. By embracing digital problem-based learning in medical education, both students and facilitators can tap into their full potential and achieve success in the classroom and beyond.
This talk will highlight the importance (and challenges) of feedback throughout the PBL process, not only to facilitate students’ discussion but also as a means for the formative assessment process within the PBL. Different types and approaches to providing feedback have been widely discussed in the literature, but how should feedback be provided during a PBL session? The current presentation will discuss the concept of feedback that is constructive for learning and how it can be integrated into the PBL steps. Furthermore, how to use feedback for the formative assessment process will also be a matter for discussion in this presentation.
The Power of Feedback for Effective Facilitation and Assessment During Problem-based Learning
Diantha Soemantri (Indonesia)
Problem-based learning (PBL) is one of the most commonly used teaching and learning methods in health professions education, hence it is important to ensure its effectiveness since the resources needed to run PBL cannot be taken lightly. In addition to the understanding of various factors that influence the effectiveness of PBL, one factor which remains to be a challenging aspect during PBL is the availability of feedback. Feedback is often considered to be a single powerful tool for learning. Therefore, incorporating feedback as part of the discussion and learning process during PBL has the potential to further encourage and support students’ learning.
This talk will highlight the importance (and challenges) of feedback throughout the PBL process, not only to facilitate students’ discussion but also as a means for the formative assessment process within the PBL. Different types and approaches to providing feedback have been widely discussed in the literature, but how should feedback be provided during a PBL session? The current presentation will discuss the concept of feedback that is constructive for learning and how it can be integrated into the PBL steps. Furthermore, how to use feedback for the formative assessment process will also be a matter for discussion in this presentation.
Navigating PBLs as a Medical Student
Sanabil Ahsan (Malaysia)
In this presentation, Sanabil Ahsan, a third-year international medical student, will share insights into problem-based learning (PBL) facilitation and assessment from a student's perspective. Sanabil will discuss the challenges that students face in PBL, the importance of effective facilitation and assessment, and strategies for improving PBL. She will also highlight the benefits of PBL for student learning, including increased critical thinking, active learning, and collaboration skills.
Drawing from her experiences, Sanabil will suggest strategies for students to utilise PBL for their learning. She will emphasize the importance of self-directed learning, active participation, and effective communication with facilitators and fellow students.
Her presentation will be relevant to educators and facilitators in medical education who want to enhance the PBL experience for students, as well as students who want to maximize their learning through PBL. Sanabil's insights as a student will provide a unique perspective on how to promote student learning and growth through effective PBL facilitation and assessment. - 04:00PM - 05:00PMOnline Paper Presentation
Venue: Online
CONTACT US
IMEC 2023 Secretariat
International Medical University,
No. 126, Jalan Jalil Perkasa 19,
Bukit Jalil, 57000 Kuala Lumpur, Malaysia
Organised By:
Supported By:
