Designing an Engaged Learning Incorporating Learning Sciences and Evidence-Informed Educational Practices

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.

A Pragmatic Approach to Addressing “Wicked Educational Problems” in Today’s Volatile, Uncertain, Complex and Ambiguous (VUCA) World

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Medical education unfolds in increasingly complex healthcare environments. This milieu often leads to “wicked problems” – issues that are difficult or impossible to solve because of incomplete, contradictory, and/or changing requirements that are often hard to recognize. Traditional approaches may not be sufficient to adequately develop or sustain solutions to these complex educational problems. Dr. Satid Thammasitboon will discuss pragmatic approaches to addressing wicked problems in medical education.

Preparing Faculty for Job Roles of the 2030 Medical Educators
"Imagineering the Education Futurists”

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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.