Prof. Mathirut Mungthin Phramongkutklao College of Medicine Download
5 to 7 June 2025, Waterfront Hotel, London
Associate Dean, Continuing Professional Development, Faculty of Health Sciences, McMaster University
Director of Research on Pediatrics Education Children's Hospital of Philadelphia Perelman School of Medicine University of Pennsylvania
Director, Center for Research, Innovation and Scholarship in Medical Education Texas Children’s Hospital, Baylor College of Medicine
Chairman of the Department of Educational Development & Research Faculty of Health, Medicine and Life Sciences of Maastricht University
How you transform your business as technology, consumer, habits industry dynamic s change? Find out from those leading the charge.
Dr. Teresa Chan will discuss future trends in the world that she thinks will ultimately affect the way we do business in medical education. A cross-disciplinary scholar, Dr. Chan has looked across the fields of education, organizational/faculty development, social media and healthcare to identify relevant trends that will help us ready our field for the future.
Medical educators are increasingly expected to design, develop and evaluation learning contexts that support a growth mindset. This session will scrutinize related terms–contexts, culture, climate, environment–and highlight the assumptions that underlie each terms and implications for designing, developing and evaluating the "space" in which learning happens. After comparing orientations toward learning (progress and growth versus performance), participants will identify strategies to design, develop and evaluate their own learning contexts in ways that optimize a growth mindset.
Key Insights from Education Research that Drive Future Medical Education
Current health care education heavily relies on information transmission or content delivery to students. Yet educational research shows that delivery is only a minor part of learning. Dr. Erik Driessen will discuss key areas of educational research relevant to medical education. In essence, it is about encouraging students to invest time in learning, and use that time as effectively as possible. Assessment, goal-oriented learning and feedback are essential ingredients, and teachers are key figures.
There have been significant advances in knowledge about how people learn. However, a large knowledge-practice gap exists in medical education. This workshop will discuss findings from learning sciences and evidence from educational research relevant to teaching and learning. Through an inquiry-based learning, this workshop will guide participants to develop conceptual understanding and clear implications of learning sciences and evidence-informed educational practices for teaching and curricular design.
Portfolios are widely used in medical education, not only to stimulate learners to reflect on their experiences and development, but also as a source of information for authentic assessment. Portfolios are often used in combination with mentoring. In this workshop the participants will be introduced in the possibilities of portfolios and mentoring. After a short introduction, participants will practice with the assessment of portfolios and mentoring. The workshop can facilitate participants with different levels of expertise on portfolios and mentoring.
Teaching and assessing learners’ diagnostic reasoning skills are critical elements of training future clinicians. Despite the significant prevalence and harmful impact of diagnostic errors on patient outcomes, teaching and assessing diagnostic reasoning remains a mystery due to the inherent complexity and idiosyncratic nature of the process. This workshop uses a standardized train-the-trainer approach to teaching and assessing the diagnostic reasoning process, with didactics and facilitated small-group interactive practice. Participants will leave with new strategies and tools to enhance teaching and assessment of the diagnostic reasoning process towards life-long learning of these skills.