International Conference on Medical Education

Catalyzing Change to Improve the Quality of Health Care

November 21–22, 2014
Mövenpick Hotel, Beirut, Lebanon


Boulet_photo.jpgJohn (Jack) R. Boulet, PhD

Vice President
Research and Data Resources
Educational Commission for Foreign Medical Graduates


Learning objectives:
Following the workshop, participants will be able to:
1- Articulate meaningful research question
2- Choose appropriate research strategies
3- Understand, critique, and evaluate the design of research studies
4- Know the strengths and weaknesses of various research strategies
5- Know the publication outlets for simulation-based education studies

Katharine-Boursicot.jpgKatharine Boursicot, MD

Associate Professor and Assistant Dean for Assessment and Medical Education Research
Lee Kong Chian School of Medicine
Singapore, Republic of Singapore


Janet-Grant.jpgJanet Grant, PhD

Honorary Professor, University College London Medical School
Professor Emerita of Education in Medicine, The Open University, UK
Director, Centre for Medical Education in Context [CenMEDIC] & FAIMER Centre for Distance Learning


Becoming a doctor is a process of navigating a complex and changing array of knowledge, skills, performances and identities. It is not surprising that the educational activities at one stage have little predictive power beyond the end of that stage. So we need to think differently about the relationship between medical education and the healthcare service:

The contextual nature of medical education means that we must focus equally on the educational process and on the health care service itself because being a good doctor is learned in the context of the service, and from the practice and role models observed there.

This workshop draws on published research on managing change specifically in a medical environment. The workshop with guide participants to consider their own contexts and skills and to learn how to use some change management tools such as:

We will consider:

This highly participative workshop is based on research which developed the 10-step model of change management in medicine.
Reference: Gale, R. and Grant, J. (1997) AMEE Medical Education Guide No. 10: Managing change in a medical context: Guidelines for action. Medical Teacher 19, 4, 239-249.

The workshop will be interactive, and will be based on evidence from the literature and from professional practice.
Reference: Grant, J. (2012) The Good CPD Guide. 2nd edition. Radcliffe Publishing, London.

The workshop will include a variety of exercises that participants will be able to use with their own students and trainees.  In addition, participants will be invited to complete the online Diagnostic Thinking Inventory after the meeting, and to have their students and trainees also complete it. This instrument enables people to measure the structure and flexibility of their thinking in relation to making a diagnosis.

The workshop will highlight the importance of the student’s and doctor’s memory, and how to improve access to the knowledge stored there within the clinical interview.

Typical scenarios will be offered that illustrate the challenges of simultaneously conducting a clinical interview, communicating with the patient and making a diagnosis.

The workshop will be practical, but is based on a strong theoretical framework.

John-Norcini.jpgJohn J. Norcini, PhD

President & CEO, Foundation for Advancement of International Medical Education & Research (FAIMER)
Philadelphia, USA


Trudie-Roberts.jpgTrudie E. Roberts, MD

Professor and Director, Leeds Institute of Medical Education
President, Association for Medical Education in Europe (AMEE)
Leeds, UK


Ara_TekianAra Tekian, PhD, MHPE

Associate Professor and Director of International Program (DME)
Associate Dean, Office of International Education
University of Illinois at Chicago, College of Medicine