Cen­trum Edu­ka­cji Medycz­nej zapra­sza pra­cow­ni­ków i stu­den­tów nasze­go Uni­wer­sy­te­tu na zor­ga­ni­zo­wa­ne w ramach pro­gra­mu CSM spo­tka­nia z Pro­fe­sor Tru­die Roberts — Pre­zy­den­tem AMEE – Mię­dzy­na­ro­do­wej Orga­ni­za­cji Edu­ka­cji Medycz­nej oraz Dyrek­to­rem do spraw Edu­ka­cji Medycz­nej na Uni­wer­sy­te­cie w Leeds. Jest ona lau­re­at­ką wie­lu nagród z zakre­su edu­ka­cji medycz­nej, w prze­szło­ści peł­ni­ła mię­dzy inny­mi funk­cję prze­wod­ni­czą­cej ASME — Sto­wa­rzy­sze­nia do Spraw Badań na Edu­ka­cją Medycz­ną, człon­ka GMC — Naczel­nej Rady Medycz­nej Wiel­kiej Bry­ta­nii oraz Cen­zo­ra Kró­lew­skie­go Sto­wa­rzy­sze­nia Leka­rzy. Zain­te­re­so­wa­nia nauko­we Pro­fe­sor Roberts kon­cen­tru­ją się na pro­ble­ma­ty­ce egza­mi­no­wa­nia w naukach medycz­nych oraz pro­fe­sjo­na­li­zmie lekar­skim.

W ramach wizy­ty na naszej uczel­ni Pro­fe­sor Roberts popro­wa­dzi nastę­pu­ją­ce wykła­dy i warsz­ta­ty:

26 lip­ca- wto­rek
9.30–10.40 wykład: Cli­ni­cal Skills for the 21st Cen­tu­ry
11.00–14.30 warsz­ta­ty: What are the cli­ni­cal skills we need to teach medi­cal stu­dents?

27 lip­ca- śro­da
9.00–10.00 wykład: Pro­fes­sio­nal Inte­gri­ty: Chal­len­ges and con­se­qu­en­ces
10.30- 15.30 warsz­ta­ty: Asses­sing Pro­fes­sio­na­lism: the gre­atest chal­len­ge
(poni­żej publi­ku­je­my ory­gi­nal­ne opi­sy powyż­szych sesji prze­sła­ne przez Pro­fe­sor Roberts)

Loka­li­za­cja: Cen­trum Dydak­tycz­ne UMED, ul Pomor­ska 251
Tele­fon kon­tak­to­wy: 795 245 140

REJESTRACJA:
Pro­si­my o mailo­we prze­sy­ła­nie zgło­szeń na adres med-edu@umed.lodz.pl
Ist­nie­je moż­li­wość reje­stro­wa­nia się na wybra­ne sesje.
Ze wzglę­du na ogra­ni­czo­ną licz­bę miejsc na warsz­ta­tach (25 osób) obo­wią­zy­wać będzie kolej­ność zgło­szeń.

OPISY SESJI

Lec­tu­re: Cli­ni­cal Skills for the 21st Cen­tu­ry
Altho­ugh we con­ti­nue to test our stu­dents, both under­gra­du­ate and post­gra­du­ate, in per­for­ming cli­ni­cal exa­mi­na­tion skills which have been aro­und for cen­tu­ries; the way we will prac­ti­ce medi­ci­ne in the futu­re will be very dif­fe­rent than how we have done this in the past. In this talk I will high­li­ght the revo­lu­tio­na­ry influ­en­ce that tech­no­lo­gy is having on heal­th­ca­re deli­ve­ry and why we need a simi­lar revo­lu­tion in what cli­ni­cal skills we need to teach our stu­dents to equ­ip them to pro­vi­de the best medi­cal care in the futu­re.

Work­shop: What are the cli­ni­cal skills we need to teach medi­cal stu­dents?
In this work­shop we will exa­mi­ne what are the cli­ni­cal skills that we need to teach our stu­dents so that they can work in a very chan­ging envi­ron­ment. How will we deli­ver the­se and how can we sup­port the acqu­isi­tion of the­se skills. What is the role of simu­la­tion in sup­por­ting the deve­lop­ment of the­se skills? Who sho­uld be invo­lved in teaching the skills and how will we know if stu­dents have acqu­ired them?

Lec­tu­re: Pro­fes­sio­nal Inte­gri­ty: Chal­len­ges and con­se­qu­en­ces
Che­ating is com­mon­ly defi­ned as bre­aking the rules to gain advan­ta­ge. How com­mon is che­ating in medi­cal scho­ol exa­mi­na­tions? It pro­ba­bly occurs more fre­qu­en­tly than we would like to think. Why do stu­dents do it and how do they justi­fy it when found out? Is che­ating more moral­ly wrong in would-be doctors than in other stu­dents? Are some types of che­ating wor­se than others? How can we expo­se this type of decep­tion and how can we deter stu­dents from deci­ding to che­at in asses­sments. How bla­me­less are Facul­ty when stu­dents che­at? Inde­ed do they some­ti­mes col­lu­de in che­ating and why are they so reluc­tant to report che­ating when it is disco­ve­red. In this pre­sen­ta­tion I will explo­re the­se issu­es and look at the dilem­ma posed by medi­cal stu­dents, tra­inee doctors and Facul­ty who are aca­de­mi­cal­ly and pro­fes­sio­nal­ly disho­nest.

Work­shop: Asses­sing Pro­fes­sio­na­lism: the gre­atest chal­len­ge
Cur­ren­tly medi­cal pro­fes­sio­na­lism is very much in the public and medi­cal eye. The GMC, employ­ers and medi­cal scho­ols have to address issu­es aro­und the teaching and asses­sment of pro­fes­sio­na­lism at all levels.

The aim of this work­shop is to faci­li­ta­te a bet­ter under­stan­ding of teaching and asses­sing pro­fes­sio­na­lism in the under­gra­du­ate medi­cal cur­ri­cu­lum, altho­ugh the gene­ral prin­ci­ples are appli­ca­ble to the post­gra­du­ate area. As part of the work­shop, we will deve­lop an under­stan­ding of the issu­es of pro­fes­sio­na­lism in medi­cal stu­dents. Buil­ding on this we will look at the ele­ments of pro­fes­sio­na­lism that are desi­ra­ble and how to deve­lop a pro­gram­me of asses­sment to ensu­re gra­du­ating doctors are awa­re of and com­mit­ted to the­se valu­es in the­ir wor­king lives. Final­ly will also look at the possi­bi­li­ty of reme­dia­tion of poor pro­fes­sio­nal beha­vio­ur.