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AMEE 2010 ESME Courses
The ESME Series of Courses in Medical and Healthcare Professions Education
The ESME courses, offered and accredited by AMEE, are aimed at practising teachers in medicine and the healthcare professions, both basic scientists and clinicians. They are aimed at those new to teaching and at teachers with some experience who would like a greater understanding of the basic principles and an update on current best practice. The courses recognise that, with appropriate help, all, even those with considerable experience, can improve their skills in teaching. The following courses are available:
Essential Skills in Medical Education (ESME) Course
Purpose: With the increasing professionalisation of medical education, the need for doctors and other healthcare professionals to have training in teaching is widely recognized. The ESME Programme has been designed to meet the need for an entry level teaching qualification and will be of particular interest to teachers who are engaging with medical education for the first time, or who have been given some new responsibilities or assignment relating to teaching. The course is relevant to all healthcare professions teachers in both undergraduate and postgraduate education. The ESME Programme is accredited by AMEE and approved by an international Advisory Board.
Content: The ESME Course provides an introduction to the basic competencies required of the medical and healthcare professions teacher: the Skilled Educational Planner, the Effective Teacher and the Informed Assessor/Evaluator. Through a series of short presentations and small group work, this highly interactive course looks at how people learn and the range of teaching, learning and assessment methods and opportunities available to the teacher. It also examines how the teaching, learning and assessment can be organised in the curriculum. After completing the course, participants will have acquired a vocabulary and a framework for understanding essential concepts in these three areas and familiarity with the principles for their practical implementation.
Post-course report: Participants completing the 5 day course will be awarded a Certificate of Attendance. They may also choose to submit, within six months of completion of the course, a short report describing the application of the ESME competencies in their own teaching practice. An ESME Certificate in Medical Education will be awarded to participants submitting a report that meets the required standards.
Faculty: Stewart Mennin (University of New Mexico, USA), Ruy Souza (Federal University of Roraima, Brazil).
Sessions:
Saturday 4 September - 0900-1700 hrs
Sunday 5 September - 0900-1230 hrs
Monday 6 September - 1300-1400 hrs
Tuesday 7 September - 1300-1400 hrs
Wednesday 8 September - 1530-1730 hrs
Related pre-conference workshops: It is recommended that participants in the ESME course attend one or more of the pre-conference workshops scheduled for the afternoon of Sunday 5 September. The cost of these is NOT included in the ESME course fee.
Venue: SECC
Cost: £375 course only; £525 course and post-course report.
Register online for AMEE 2010 and ESME Courses
Essential Skills in Medical Education Assessment (ESMEA) Course
Purpose: This course is aimed at participants new to assessment who wish to gain basic understanding and skills in assessment. No prior knowledge or experience is necessary. It is a broad based course, giving a general overview, but participants can expect to gain understanding of the underlying principles of assessment and experience in designing assessments, writing test material and standard setting.
Content: Through a range of interactive lectures, presentations and small group work, the following topics will be covered: (1) principles of assessment; (2) blueprinting; (3) item writing; (4) writing and piloting OSCE stations; (5) standard settting. A member of faculty will be allocated to several tutees to define learning needs and help them plan an individually tailored schedule for the main conference programme in order to address each individual’s interests. On each conference day, the faculty member will meet with his/her group of tutees over lunch. Content of these meetings will include review of sessions attended and their contribution to the attainment of the objectives of the tutees. At the post-conference workshop, participants’ experiences at the conference in relation to their learning needs will be reviewed. There will also be an introduction to more advanced aspects of assessment and an action plan will be developed for each participant to take back to his/her home institution.
Post-course report: Participants completing the five-day course will receive a Certificate of Attendance. They may optionally complete an assignment based on an area of assessment in their own institution, satisfactory completion of which will qualify for the award of an ESME Certificate in Assessment.
Faculty: Katharine Boursicot (St George’s, University of London, UK), Trudie Roberts (University of Leeds, UK).
Sessions:
Saturday 4 September - 0900-1700 hrs
Sunday 5 September - 0900-1230 hrs
Monday 6 September - 1300-1400 hrs
Tuesday 7 September - 1300-1400 hrs
Wednesday 8 September - 1530-1730 hrs
Related pre-conference workshops: It is recommended that participants in the ESME Assessment course consider attending one of the assessment-related pre-conference workshops scheduled for the afternoon of Sunday 5 September. The cost of these is NOT included in the ESME Assessment course fee.
Venue: SECC
Cost: £375 course only; £525 course and post-course report.
Register online for AMEE 2010 and ESME Courses
Essential Skills in Technology Enhanced Medical Education (ESTEME) Course
Purpose: This course introduces participants to essential principles and methods for selecting and using technology to enhance medical education. It aims at giving participants a basic understanding and initial skills to help them select, develop, and integrate appropriate technologies in their curricula. The course will provide opportunities for hands-on use of the various technologies. Such technologies include online multimedia tutorials; high-fidelity virtual patient applications that ask learners to diagnose and manage simulated patients; and immersive, individual and team-based simulations designed around lifelike mannequins. It is the intention of this course to encourage participants to consider how the technology can best serve their educational needs rather than to focus on the technology itself. The course is aimed at participants who have little or no experience in choosing or utilizing educational technology in medical education. At the end of the full course participants will be able to: (1) Identify the opportunities that educational technologies offer to traditional curricular approaches; (2) Apply the appropriate evidence-based principles and features that should be adopted when developing and implementing educational technologies; (3) Outline a plan to evaluate the effectiveness and impact of adopting educational technology into the curricula.
Content: The course is organized around the annual AMEE conference and consists of one-day pre-conference workshop, attendance at the AMEE conference and daily lunch-session discussions with a tutor, and finally one half-day post-conference workshop. Topics included in the pre-conference workshop are: Identifying common technologies in medical education; Outlining advantages and challenges of educational technologies; The role of fidelity in learning; Evidence-based features and practices that promote effective learning; Strategies to effectively implement and evaluate the use of educational technology; Introduction to in-conference assignments; Preparation of personal learning plan for the AMEE conference
Curricular Plan: A Certificate of Attendance will be awarded to those participants who complete the four day course connected to the AMEE conference. After the conference participants are invited to write a curricular plan on how they will adopt and/or develop, implement and evaluate a new educational technology at their local institution. Each participant will be assigned to a mentor experienced in using educational technologies. Peers and mentors will be involved in helping the participants write their plan. The participants will share curricular plans. Approval of the plan by the mentor within 6 months after the AMEE conference completes this course, leading to the award of the ESTEME Certificate.
Faculty: Barry Issenberg, Ross Scalese, Jorge Ruiz (Gordon Centre for Research in Medical Education, USA), David Cook (Mayo Clinic Rochester, Minnesota, USA)
Sessions:
Sunday 5 September - 0900-1700 hrs
Monday 6 September - 1300-1400 hrs
Tuesday 7 September - 1300-1400 hrs
Wednesday 8 September - 1530-1730 hrs
Related pre-conference workshops: It is recommended that participants in the ESTEME course attend one of the technology-related pre-conference workshops scheduled for Saturday 4 September. The cost of these is NOT included in the ESTEME course fee.
Venue: SECC
Cost: £375 course only; £525 course and curricular plan.
Register online for AMEE 2010 and ESME Courses
Research in Essential Skills in Medical Education (RESME) Course
Purpose: The purpose of this course is to introduce participants to some essential principles and methods of research in medical education. It is aimed at those who have little or no experience with conducting research in medical education. The course aims at giving participants a basic understanding of some fundamentals concerning research in medical education such as phrasing a research question, methodology of research and research designs. It is the intention of this course to encourage participants to engage in doing their own research and help them outline a research proposal.
Content: The basic concepts and principles of medical education research will be introduced, using examples related to the theory. Each participant will construct his/her own personal learning plan and organise personal activities during the conference. Participants will work on in-conference assignments using the conference presentations to reinforce learning and basic concepts, and to apply basic principles. After the course participants will be able to (1) formulate a research question; (2) select an appropriate global methodology; (3) operationalize the research question into a research plan; and (4) write a research proposal.
Post-course research proposal: Participants completing the four-day course will receive a Certificate of Attendance. After the conference they are invited to write a research proposal on a topic of their interest. Each participant will be assigned to an experienced research mentor. Peers and mentors will be involved in helping participants to write the proposal. Approval of the proposal by the mentor within 6 months after the AMEE conference leads to the award of the RESME Certificate. The course curriculum covers 2 ETCS points for the workshops and AMEE conference sessions and an additional 4 ECTS points for the individual research proposal.
Faculty: Charlotte Ringsted (University of Copenhagen, Denmark, Albert Scherpbier (Maastricht University, Netherlands), Brian Hodges (University of Toronto, Canada).
Sessions:
Saturday 4 September - 0900-1700 hrs
Monday 6 September - 1300-1400 hrs
Tuesday 7 September - 1300-1400 and 1630-1800 hrs
Wednesday 8 September - 1530-1730 hrs
Related pre-conference workshops: It is recommended that participants in the RESME course consider attending one or more of the research-related pre-conference workshops scheduled for Sunday 5 September. The cost of these is NOT included in the RESME course fee.
Venue: SECC
Cost: £375 course only; £525 course and post-course research proposal
The RESME at AMEE 2010 Course is now fully subscribed.
How to Register
Register online for AMEE 2010 and ESME Courses or by downloading, completing and returning the AMEE 2010 Registration Form.pdf.
Early registration is advised as spaces are strictly limited.
For further information about ESME Courses, please visit the ESME Courses.