Anique de Bruin is Professor of Self-regulation in Higher Education and Vice-director of the School of Health Professions Education at Maastricht University. Her research centres around questions of metacognitive and self-regulatory processes in learning. She is particularly fascinated by how subjective learning experiences shape self-regulation of learning, and how effective instructional design and strategy training can support self-regulation. She recently developed a novel research line related to how learners monitor and regulate their learning effort, to understand and support how they learn to persist when things get rough, and how they take breaks to replete.
In this episode of the KIPRIME podcast, Anique talks to Alina Jenkins about her early research studying chess players, why the COVID pandemic has had an impact on self-regulatory learning, and her current focus on effort monitoring.
Dr Kulamakan (Mahan) Kulasegaram is a Scientist at the Wilson Centre and Temerty Faculty of Medicine, where is the Temerty Chair in Learner Assessment and Program Evaluation. Additionally, he is an Associate Professor and Director of the Office of Education Scholarship in the Department of Family & Community Medicine. Mahan?s research advances our understanding of how assessment can help learners develop clinical reasoning and how education programs can use assessment as a tool for systems and outcomes for learners.
His research examines educational assessment as an opportunity to enhance learning and support the transfer of learning required to develop clinical expertise in medicine.
In this second episode of the KIMPRIME podcast 2022, Mahan discusses the next stage of his research program with Alina Jenkins. Supported by the Temerty Chair in Learner Assessment - this stage looks at utilizing assessment big data to understand opportunities to optimize programs and their impact on learners, teachers, and eventual clinical care. He is developing models with national and international collaborators to facilitate education data sharing within and between institutions as well as identifying best practices in this new area for medical education.
In this first episode of the KIPRIME podcast 2022, Dr Liselotte Dyrbye talks to Alina Jenkins about her key research areas, including human-centred design processes to improve the learning and work environment and how to better influence change within medical education and the impact of stress on cognition and behaviors.
Dr Dyrbe is Professor of Medicine, Senior Associate Dean of Faculty and Chief Well-Being Officer at the University of Colorado School of Medicine. She completed her medical training at the University of Wisconsin Medical School, residency at University of Washington School of Medicine, and a Masters of Health Professions Education from the University of Illinois at Chicago College of Medicine. She has devoted her career to advancing medical student, resident, and physician well-being.
She was elected to the National Academies of Sciences, Engineering, and Medicine consensus study and co-authored the resulting report, Taking Action Against Burnout: A Systems Approach to Professional Well-Being, released in the fall of 2019. The report calls upon leaders in healthcare organizations to prioritize major improvements in clinical work and learning environments to prevent and mitigate clinician burnout and foster professional well-being.
In addition to her research, she has served on national education-related committees, held institutional leadership roles within undergraduate and graduate medical education, overseen faculty development, and started an Academy of Educational Excellence at Mayo Clinic.
Professor Henk Schmidt was the first winner of the Karolinska Prize for Research in Medical Education in 2004.
He is a professor of psychology at Erasmus University?s faculty of social sciences and founding dean of its problem-based psychology curriculum. Between 2009 and 2013, he was the Vice-Chancellor (?Rector Magnificus?) of Erasmus University in Rotterdam.
His research in the field of medical education is outstanding and highly original. His special research areas are problem-based learning, clinical reasoning, and the acquisition of expertise in medicine. Professor Schmidt?s work has had a great impact on the research field, and many of his former students have become prominent and influential researchers. His studies have inspired applications in not only problem-based learning but have promoted student-centred practices in general.
Professor Schmidt?s research has influenced medical education worldwide and his influence goes beyond the field of medical education into education.
Professor Ronald Harden is a world leader in medical education. He is committed to developing new approaches to curriculum planning, assessment and to teaching and learning. Ideas which he has pioneered include the Objective Structured Clinical Examination (OSCE) which has been universally adopted as a standard approach to assessment of clinical competence, the spiral curriculum and the SPICES model for curriculum planning and models for outcome-based education. He has published more than 400 papers in leading journals and is co-editor of the best-selling book ? ?A Practical Guide for Medical Teachers.?
Winner of the Karolinska Prize in 2006, his contributions to excellence in medical education have attracted other numerous awards including an honorary fellowship of the Royal College of Physicians, Surgeons of Canada, the prestigious Hubbard Award by the National Board of Medical Examiners in the USA and recognition by the Kellogg Foundation for his contributions to medical education in South America. He was awarded by the Queen the OBE for his services to medical education. He was presented in Singapore in February 2006 with the ?Mentoring, Innovation and Leadership in Education Scholarship' (MILES) award for ?outstanding contributions to the advancement of global medical education and academic medicine?.
In 2009 he was awarded the ASME Richard Farrow Gold Medal, in recognition of the contributions he has made to medical education. In 2010 he was the recipient of the AMEE 2010 Lifetime Achievement Award in recognition of his contributions to medical education and the work of the Association. In 2012 he was awarded an Honorary Doctorate in Medical Education by the International Medical University in Malaysia and an Honorary Doctorate in Medicine of the University of Tampere, Finland.
In November 2013 Professor Harden was awarded the Cura Personalis honour, the University of Georgetown?s highest award.
Professor Harden is Professor of Medical Education (Emeritus) University of Dundee and Professor of Medical Education, Al-Imam Muhammad Ibn Saud Islamic University, Editor of Medical Teacher and General Secretary and Treasurer of the Association for Medical Education in Europe (AMEE). He was formerly Teaching Dean and Director of the Centre for Medical Education at the University of Dundee.
Dr Richard Reznick is Professor of Surgery and Dean Emeritus at Queen?s University in Kingston, Ontario.
He received his undergraduate university education and medical degree from McGill University, followed by a general surgical residency at the University of Toronto. He spent two years in fellowship training, first obtaining a Masters? degree in medical education from Southern Illinois University, followed by a fellowship in colorectal surgery at the University of Texas in Houston, Texas.
Since his first faculty appointment at the University of Toronto in 1987, Dr. Reznick has been active in both colorectal surgery and research in medical education. He was instrumental in developing a performance-based examination, which is now used for medical licensure in Canada. He ran a research program on assessment of technical competence for surgeons and supervised a fellowship program in surgical education.
Winner of the Karolinska prize in 2010, Dr. Reznick has received numerous other awards for his work in education, including the Royal College of Physicians and Surgeons of Canada Medal in Surgery and the James H. Graham Award of Merit, the Association for Surgical Education Distinguished Educator Award, the National Board of Medical Examiners John P. Hubbard Award, the Daniel C. Tosteson Award for Leadership in Medical Education and the 2006 Inaugural University of Toronto President?s Teaching Award. In 2015, he was the recipient of McGill University?s Medicine Alumni Global Award for Lifetime Achievement.
Dr. Reznick is an honourary fellow of the Royal College of Surgeons of Edinburgh, the Royal College of Surgeons of Ireland, the Royal College of Surgeons (England) and has recently been appointed as President of the Royal College of Physicians and Surgeons of Canada.
He?s the author of over 130 peer-reviewed publications and has delivered nearly 300 lectures to hospitals, universities and scientific organizations around the world.
Dr Geoff Norman is Professor of Clinical Epidemiology and Biostatistics at McMaster University, Ontario. He received a B.Sc. in physics from the University of Manitoba in 1965 and a Ph.D in nuclear physics from McMaster University in 1971.
He then changed tack, and after an M.A in educational psychology he moved into the world of medical education research.
His primary research has been in the area of expert diagnostic reasoning which has revealed that experts use two kinds of knowledge to do diagnosis - the formal analytical knowledge of signs and symptoms and physiologic mechanisms, and experiential knowledge based on the hundreds of thousands of patients they have encountered.
His research has had a significant impact on our understanding of the development of expertise in clinical medicine. Furthermore, his research has yielded important contributions to our knowledge of the complexity of pattern recognition, clinical reasoning and clinical problem solving. His scientific originality and insights extend into numerous related areas of medicine and cognition, in particular areas such as assessment of learning outcomes and clinical performance, visual perception, and curriculum design. Dr Norman?s studies have provided a deep insight into research-based reforms in medical curricula worldwide.
He is the author of 10 books in education, measurement and statistic and has written over 300 journal articles. As well as winning the Karolinska Prize in 2008, he has also been the recipient of numerous other awards including the Hubbard Award from the National Board of Medical Examiners in 1989, the Award of Excellence of the Canadian Association for Medical Education and the Award for Outstanding Achievement of the Medical Council of Canada.
Dr Norcini spent 25 years with the American Board of Internal Medicine serving as Director of Psychometrics, Executive Vice President for Evaluation and Research, and Executive Vice President of the Institute for Clinical Evaluation. From 2002 until 2019 he was President and CEO of FAIMER, the Foundation for Advancement of International Medical Education and Research where he established numerous worldwide initiatives and programs in medical education, research, and data resource development.
In 2009, he received the National Board of Medical Examiners (NBME) John P. Hubbard Award for his commitment to excellence in medical education, his rigorous pursuit of high standards in scholarship, his broad and prolific publications and presentations history, and his tireless work on behalf of FAIMER. Dr. Norcini?s accomplishments in the field of assessment are considered both wide-ranging and pioneering.
He was awarded the Karolinska Prize in 2014 for his important contribution to research in medical education, especially his pioneering research on knowledge decay, speciality certification and the development of new methods of assessment.
Dr Cees van der Vleuten, PhD, has been at the University of Maastricht since 1982. In 1996 he was appointed Professor of Education and chair of the Department of Educational Development and Research in the Faculty of Health, Medicine and Life Sciences, a position he held for 18 years. From 2005 until 2020 he was the Scientific Director of the School of Health Professions Education. His successor is KIPRIME fellow and previous guest in this series, Dr Pim Teunissen.
He mentors many researchers in medical education and has supervised more than 90 doctoral graduate students. His primary expertise lies in evaluation and assessment. He has published widely in this domain, holds numerous academic awards, including several career awards. In 2005 he received John P. Hubbard Award for significant contribution to research and development of assessment of medical competence from the National Board of Medical Examiners in the US. In 2010 he received a Dutch royal decoration for the societal impact of his work and in 2012 the Karolinska Prize for Research in Medical Education.
Cees serves frequently as a consultant internationally and holds numerous honorary academic appointments around the world.
Dr Shiphra Ginsburg is a professor of medicine at the Temerty Faculty of Medicine, University of Toronto, a staff physician at Mount Sinai Hospital and a scientist at the Wilson Centre for Research in Education. She is also the Canada Research Chair in Health Professions Education.
Her research looks at the assessment of learners in health professions education - an area which has historically focused on numeric scores, rating scales and standardized, ?objective? tests. This has led to a situation where subjectivity, which is a natural part of how human beings make judgments and decisions about each other, is ignored and devalued. As a result, assessment has become inadvertently undermined in multiple contexts. Dr Ginsburg?s research aims to reposition the importance of context and subjectivity in assessment and feedback.
Dr Meredith Young is an Associate Professor in the Institute of Health Sciences Education at McGill University in Montreal. She earned her PhD in cognitive psychology from McMaster University studying how individuals (both with and without medical expertise) think through a variety of complex problems in medicine.
Her current work examines how problems get solved in Health Professions Education, and the assumptions that underpin what we think makes a good solution. She explores this topic in three main areas:
1) issues related to reasoning or decision making in health
2) issues of validity and assessment in Health Professions Education
3) issues related to the ways we conduct research in Health Professions Education.
Her work aims to make our understandings of key concepts in HPE more explicit in order to support productive dialogue to better support teaching, assessment, and scholarly practices.
Dr Rashmi Kusurkar was born and raised in India where she qualified as a medical doctor with specialization in physiology before moving to the Netherlands in 2008 to pursue her PHD in medical education.
Rashmi has been instrumental in setting up Research in Education at VUmc School of Medical Sciences in Amsterdam, and headed this department until 2020. She currently works as a Research Programme Leader at Research in Education at Amsterdam UMC.
She is fascinated by how and why students learn differently, and why some are able to achieve their potential, while others are not. This inspired her to investigate why students, teachers, and health professionals do what they do in health professions education and practice. Her passion is studying motivation and she uses self-determination theory because it posits motivation as the driving force for human behaviour and classifies motivational quality. Her vision for education is to develop ?students for life?.
Dr Pim Teunissen is Scientific Director of SHE, the School of Health Professions Education at Maastricht University in The Netherlands.
His background is as a medical specialist in Obstetrics and Gynaecology and he uses his clinical experience to inform his research and vice versa.
In 2009 he obtained his doctorate from VU University on the subject of 'Workplace learning in postgraduate medical education'. Since then, his research has expanded to cover learning and education in various health professions in undergraduate, postgraduate and continuing professional development domains.
He is passionate about understanding how healthcare professionals learn through their work because it provides the key to ensuring excellent healthcare now and in the future.
Terese Stenfors is an associate professor in Medical Education at Karolinska Institutet and is the director of the Evaluation Unit. Her background is in Social Science and she?s previously worked with academic development.
Her current research explores the contribution of interpersonal relationships between patients and health care professionals to advance patient health care. As chronic illness and co-morbidity increases within our general population, these relationships assume a pivotal role. Patient-health care professional relationships have been described using concepts such as co-care, person-centered care, or collaborative care. These constructs all emphasize that healthcare requires a close interaction between patient and clinician ? however, we understand little about how these concepts manifest in daily clinical practice, or how they influence the quality of patient care.
Terese focuses on the variations in how such constructs are understood, and uses these variations as a starting point for dialogue and learning.
A native of Taiwan, Dr Ming Jung-Ho received an undergraduate degree in Biological Anthropology at Harvard, a medical degree at the University of Pennsylvania, and a doctorate in Social Anthropology at Oxford University in the UK.
She is currently Associate Director at the Center for Innovation and Leadership in Education at Georgetown University and Director of Education Research at MedStar Health.
Dr Ho has spent the last 12 years studying medical professionalism across cultures. As an anthropologist, her work addresses the problem that dominant Western standards and practices of medical education are often exported/imported to the rest of the world without consideration of local cultural contexts.
Dr Liz Molloy is Professor in Work Integrated Learning in the Department of Medical Education at Melbourne Medical School and Academic Director of Interprofessional Education and Practice in the Faculty of Medicine, Dentistry and Health Sciences.
Liz?s area of research looks at workplace learning and interprofessional education with a particular focus on feedback and the way feedback literacy is enacted in the health workplace.
Despite teachers? commitment to feedback as an important mechanism for learning, feedback in education rarely produces the effects one would hope for. Practice is dictated by prescriptive models that aim to make the messages from the educator more palatable for the learner, namely by reducing the emotional static that may be present. This ?feedback as telling? limits the learner?s agency and limits their offering of, and calibration of, perspectives on their own work.
Together with colleagues, she has investigated student feedback literacy using qualitative approaches. A pivotal study has been the development of an empirically derived framework representing the knowledge, skills and attributes that constitute a feedback literate student. Students? capacity to recognise and work with emotions (a mobilising mechanism rather than static) is acknowledged as an integral part of this ?feedback know how?. The way feedback literacy is enacted in the health workplace is a key focus of her research. Despite students? reports of knowing what they should do to enact this learner-centred process, students? agency is restricted by competing patient care demands, and power asymmetries within the workplace.
Understanding and cultivating student feedback literacy in healthcare is important because ultimately all learners move into workplaces where they are expected to have an evaluative radar. This enables learners to know what good work looks like, and to monitor their own performance against these perceived standards.
Dr Dawit Wondimagegn is Associate Professor of Psychiatry at Addis Abba University School of Medicine and Chief Executive Director of Tikur Anbessa Hospital in Ethiopia.
The central tenet of his work is the exploration of power dynamics and equity in the context of global health educational partnerships. These are unique opportunities for mutual learning and development, however historical factors determined the import/export model to be dominant.
His research as part of a group of global community of researchers focuses on unpacking the problem power imbalances create in terms of marginalizing local knowledge. The gap in the understanding of these imbalances is determined by the lack of evidence for the presence of local knowledge, the lack of clarity as to how forms of knowledge are merged and adapted to different cultures, the lack of ?models ?of partnerships which address inequity and our challenge to promote agency among local communities that we live in and serve.
Through his work, he interrogates and realigns this pattern in a more positive orientation.
With a background in human-machine interaction and interaction design, Klas Karlgren brings a design science research methodology and a ?designerly? approach to research.
After finishing his PHD in human machine interaction, he came to the Karolinska Institutet to start his post-doc where continued his work on designing, creating and developing technologies to support and analyse learning in the field of medical education.
Since he arrived at Karolinska in 2004 this has remained focus of his work. Using technology and simulations to help people reflect and analyse their performance.
Originally from the Netherlands where he obtained his PhD in Educational Psychology from Erasmus University Rotterdam, Jerome Rotgans is Assistant Professor of Medical Education Research at Lee Kong Chian School of Medicine in Singapore where he is also the Assistant Dean for Assessment and Lead for Learning Strategies.
Jerome is active in two research areas. The first is diagnostic reasoning in medicine. He and his colleagues have studied the effects of time pressure and interruptions on the diagnostic accuracy of physicians. Moreover, they have recently embarked on a neuroscience research programme to examine the neuroscientific correlates of clinical reasoning. The second research area revolves around active learning, such as team and problem-based learning, and how these instructional approaches influence student motivation and knowledge acquisition.
Although Jerome devotes most of his time to research, he is passionate about education hopes the insights gained from this line of research will eventually be used to improve teaching diagnostic reasoning in medical students.
Dr Thirusha Naidu a clinical psychologist and head of unit at King Dinuzulu Hospital Complex and a lecturer in the department of Behavioural Medicine at the University of KwaZulu-Natal in Durban, South Africa.
She is drawn to how the established positivist, epistemological landscape of ?modern? science and medicine reproduce dominant methodologies and research narratives. Implicit in this tension is a bias which excludes sufficient Global South perspectives and is perpetuated in medical education.
Dr Naidu is currently conducting research projects on Global North-South engagement in medical education research and teaching, as well as in the health humanities aspects of MDR-TB and HIV.
Until recently, Dr Walter Eppich was professor of pediatrics and medical education at Northwestern University Feinberg School of Medicine in Chicago. Since November 1, 2020 he is professor of simulation education and research at the Royal College of Surgeons of Ireland, a medical and health sciences university in Dublin.
His research initially started in the area of healthcare simulation with a particular focus on debriefing or the types of learning conversations that people would have after a simulated encounter. Recently, as part of his PHD journey, his research has become very focused not only on these learning conversations and educational settings but also the synergies with workplace conversations and their intrinsic learning potential.
Dr Nicole Woods is a scientist & Associate Director of Operations at the University Health Network in Toronto and was recently appointed as a director at the Institute for Education Research.
As a cognitive psychologist she is interested in the mental representation of diagnostic categories, how different forms of knowledge are used in problem-solving, and how education supports the cognitive architecture necessary for practice. Her work examines the role of basic science knowledge in clinical reasoning and the development of medical expertise.
Since 2009, Dr Glenn Regehr has been at the University of British Columbia (UBC) as Senior Scientist and Associate Director of Research at the Centre for Health Education Scholarship (CHES) and Professor (Department of Surgery). He also holds a cross-appointment with the UBC Faculty of Education.
Glenn's main research impact has been in conceptualizing methodology and its relationship to theory, a groundwork for significant research activity. He has introduced a variety of methodological innovations, drawing heavily on work done outside of the health professions. Glenn has contributed immensely to a broader academic understanding of medical education and his work has improved the educational and scholarly practices in health professions education globally.
In this interview we talk about his extensive research and what it means to have won the prize.
David M. Irby, PhD is a professor of medicine, member of the UCSF Academy of Medical Educators and Center for Faculty Educators, and the former vice dean for education at UCSF.
Along with Professor Richard Reznick, he was the winner of the Karolinska Institutet Prize for Research in Medical Education in 2010. The three cornerstones of his work have been to advance understanding of clinical teaching, share best practices through faculty development and publications, and continuously improve medical curricula.
In this interview we discuss his career and why fantastic expertise doesn't necessarily make you a good teacher.
Professor Lorelei Lingard received the KIPRIME in 2018 and was the first female recipient of the award.
Lorelei is a Professor in the Department of Medicine at the University of Western Ontario and the inaugural Director for the Centre of Education Research & Innovation at the Schulich School of Medicine & Dentistry.
She is a leading researcher in the study of communication and collaboration in healthcare teams and, in this interview, we discuss the role of language, what makes good communication and where her research is taking her next.
Winner of the KIPRIME in 2016, Brian Hodges is Professor in the Faculty of Medicine and Executive-Vice President, Education and Chief Medical Officer at the University Health Network in Toronto.
He is a practicing psychiatrist and teacher and a member of the KIPRIME prize committee. In this interview we discuss his research on assessment, competence, compassion and the future of the health profession.
In this first episode of the KIPRIME podcast, host Alina Jenkins guides us through the origins of the prize and the passion and commitment which made it happen. We?ll hear about the founders, Gunnar Höglund and Anna-Stina Malmborg, their love of art and philanthropy as well as interviews with the chair of their foundation, members of the prize committee and a previous winner.
The journey takes us from the 1950?s Stockholm art scene through to the most recent and cutting-edge developments in research for medical education.