The origin of the word portfolio is interesting. It is the combination of two words: ‘portare’ which means ‘to carry’ and ‘follium’ which means ‘leaf/sheet’. Portfolio is a portable and a living document that collects personal and professional goals, achievements, and reflections in a systematic manner.
In this workshop, our aims are to explore portfolio-based learning and assessment in greater details and answer the following critical questions: What is portfolio? What is the purpose of portfolio? How does the purpose of portfolio influence the content and organisation? How can portfolio help me to support student learning? How can portfolios be used for assessments.
Written assessment is the cornerstone of knowledge assessment in clinical medicine. This practical workshop is designed for medical teachers from all disciplines including clinical, para-clinical, and basic science teachers with special emphasis on question writing and quality assurance.
The two-day program focuses on common forms of written assessment such as multiple choice questions (MCQs), modified essay questions (MEQs), and extended matching items (EMIs). The best practices in designing MCQs, MEQs, and EMIs will be discussed. Criteria for effective psychometric instruments such as validity, reliability and educational effect will also be embedded in the discussion. Participants will practice the best practice during hands-on activities. The last part of the workshop focuses on quality assurance and standard setting in written assessment.
The first part of the program will introduce the principles and purpose of assessment and common psychometric characteristics of assessment instruments with particular reference to written assessment. A larger second part will be devoted to common forms of written assessment such as multiple choice questions, extended matching items, and short answer questions. Hands on activity will lead to developing questions that are context-rich, inter-disciplinary, and educationally meaningful. The third part of the workshop will concentrate on quality assurance and standard setting in written assessment.
At the end of the workshop, participants will be able develop examination blueprint for their own situations, develop context-rich and inter-disciplinary MCQs, MEQs, and EMIs that support student learning and apply the quality assurance and standard setting processes in written examination.
To effectively manage educational programs requires good leadership and managerial skills. Very often, medical and health professionals and educators are given those roles without adequate training and exposure. This course is to introduce the foundational principles and best practices in managing programs and leading educational development.
At the end of the workshop, participants should be able to discuss best practices in course management and leadership, apply the principles of good management and leadership to one’s own educational environment to identify strengths, limitations and ways to improve. Relate the principles of leadership to one’s own educational practice, explain how a leader motivates others to achieve their maximum potential, analyse how leadership styles impact on the quality of output and outcome of a task, apply sound problem solving and decision making approaches as a leader in a medical education setting.
Institutions responsible for the education of students must ensure that its education mission is optimally fulfilled together with its other missions such as research and service. In institutions of higher learning, the primary emphasis on mission fulfillment was heavily weighted on research and, consequently, the word scholarship was narrowly interpreted to include only activities focused on discovery of new knowledge through the research process. During 1990s, the late Boyer advocated a re-appraisal of and expanded the meaning of the word ‘scholarship’ which was further refined and now includes the scholarship of teaching and learning (SoTL). Scholarship of Teaching and Learning (SoTL) refers to the systematic, evidence-based study of teaching and learning and sharing with the wider community of peer reviewers, with the objective to enhance student learning through strengthened teaching practices. Today, in the 21st century, many institutions of higher learning recognise the scholarship of teaching and learning as a pathway to promotion and tenure in academia. However, to benefit from this, it is important to have a clear understanding of the demands and rigour associated with the achievement of the scholarship of teaching and learning.
This workshop will provide an overview of SoTL and methods to conduct a SoTL project. Educational research methodology will be incorporated in this workshop.
By the end of the workshop, participants should be able to define and describe the concepts of SoTL, create a plan to conduct a SoTL project in healthcare professional education, evaluate the SoTL project developed, described the types of educational research methodology and apply the educational research methodology in planning for a research project.
Qualitative methods are powerful tools to help educational researchers to develop theory, evaluate programmes, and design educational interventions. Using qualitative methods, you can collect in depth information that you cannot obtain with quantitative methods. Qualitative methods are used to study human behaviour and behaviour changes, which are not well captured by quantitative techniques. The purpose of this workshop is to guide researchers in designing and implementing qualitative research projects. An overview of qualitative research design will be provided along with general recommendations for developing research questions, formulating a hypothesis, analysing qualitative data, and validating the results.
By the end of the workshop, you will have a better understanding of, and be able to define and describe qualitative research methods, discuss the advantages and disadvantages of qualitative research methods, describe the data collection methods in qualitative research (interview, observation and focus group discussions) and analyse a simple qualitative data.
The 2.5 day event, comprising a 0.5 day educational outreach program and a 2-day scientific conference covering the clinical, genetic and scientific aspects of brain disorders will bring together leading clinicians, geneticists and scientists working on mental health disorders to share their latest findings. Confirmed speakers include Steve Hyman, Hideyuki Okano, Tomiki Sumiyoshi, Raymond Chan, Todd Lencz, Eunjoon Kim, Ge Tian, Weihua Yue, Shengying Qin and many more. The event also aims to facilitate greater interaction across these disciplines to cross-fertilize ideas and formulate collaborative strategies towards the development of effective therapeutic strategies for these disorders.
This inaugural symposium aims to provide a platform for researchers from ASEAN universities to share cutting-edge dengue research, engage in meaningful dialogue and drive interdisciplinary research efforts through collaborative opportunities. It is hoped that this will enhance scientific knowledge and promote the discovery of novel strategies and innovative technologies to reduce the burden of dengue epidemics across the region.