The continuing uncertainty surrounding the COVID-19pandemic has meant that for the second year the AMEE annual conference will be an entirely virtual event.We are excited to be putting into practice all we learnedfrom last year’s conference and are confident thatAMEE 2021 will be even better.

Whilst we all enjoy the opportunity to travel to excitingdestinations and to have protected time away from ourday jobs to engage in our own professional development, virtual conferences do have some undeniable benefits. In these challenging times, overseas travel for many is not possible, and funds for conference attendance are severely limited. Last year’s AMEE Virtual Conference attracted many participants from regions of the world previously under-representedat AMEE conferences. Once again we look forward towelcoming more first-time attendees to the AMEE 2021 Virtual Conference from a range of health professions, and across the continuum of education.

Registered participants will receive access to the platform in mid August, to become familiar withthe many benefits it o�ers. Access will continue until April 2022. Sessions (with the exception of courses and workshops) will be recorded and available for access until this time. On-demand presentations will be uploaded to the AMEE Resource Centre (ARC) and available until April 2022.

As the leading international health professions education conference, AMEE regularly attracts 4,000 participants from 100 countries, who cometogether to network and to share best practice in the field of health professions education andresearch. The unprecedented events of 2020 led AMEE to holdits first ever virtual conference.

We have chosen the platformto host AMEE 2021 for its proven ability to host large conferences with multiple sessions, and the enhanced networkingopportunities it provides.

6th International Conference on Faculty Development in the Health Professions

(Saturday 28th August 0001-1515 hrs UK BST)4 £150.00 £210.00

Pre-conference workshop

(Friday 27th or Saturday 28th August - 3 hour workshop)5 £40.00 £40.00

ESME Course (Tuesday 24th to Friday 27th August)6 £400.00 £400.00

ESMEA Course (Friday 27th and Saturday 28th August)6 £400.00 £400.00

ESME-CT Course (Thursday 26th, Friday 27th and Saturday 28th August)6 £400.00 £400.00

ESMELead Course

(Thursday 26th, Friday 27th, Tuesday 31st August and Wednesday 1st September)6 £400.00 £400.00

ESCPD Course

(Tuesday 24th, Wednesday 25th, Wednesday 1st September, Tuesday 5th October)6 £400.00 £400.00

1 Applies to current paid AMEE Individual members (AMEE ID required) and those claiming the member rate through their Institution a�liation. Please contact your Institutional Administrator for the AMEE Institution ID number.2 Applies to health professions students, junior doctors and other junior health professionals up to 5 years post-qualification, and full-time PhD students.3 See list of qualifying countries on https://na.eventscloud.com/AMEE2021VIRTUALCONFERENCE/4 It is not necessary to register for AMEE 2021 to register for 6th ICFDHP5 Only available to registered AMEE 2021 participants. See scheduled times of preconference workshops6 Only available to registered AMEE 2021 participants. See scheduled times of ESME courses

Teachers and trainers Researchers CPD professionals Curriculum developers Assessment specialists

Deans and Course leads Faculty developers Administrators Students

1

Additional Elements

AMEE member1 £185.00 £245.00

AMEE non-member £235.00 £295.00

Student, Junior Doctor/other junior healthcare professional and PhD student2 £75.00 £75.00

Less well-resourced country3 £95.00 £155.00

Main Conference Saturday 28th to Monday 30th August By 7th June From 8th June

Additional pre-recorded On-Demand contentis available through the AMEE Resource Centre(ARC)

290 Short communications

500 ePosters

The 6th International Conference on FacultyDevelopment in the Health Professions will be held as a one-day event on Saturday 28 August, with a range of plenaries, symposia, oral presentations and conference workshops, all live and interactive.

NetworkingNetworking is a key feature of the AMEE programme, with many opportunities built into the programme throughout, on the Swapcard platform.

ExhibitionThere are many opportunities for participants to engage with commercial, not-for-profit and academic exhibitors before,during and after AMEE 2021.

Pre-ConferenceFriday 27 and Saturday 28 August5 Essential Skills in Medical Education (ESME) Courses (some course sessions may be held outside of the conference days); 26 Pre-conference workshops; 6th International Conference on Faculty Development in the Health Professions

Main ConferenceSaturday 28 to Monday 30 August

5 Plenaries

23 Symposia

40 Research papers

8 Doctoral reports

290 Short communications;

100 ePosters

6 Meet the Expert sessions

12 AMEE Fringe presentations

50 Conference workshops

See pages 3-7 for the outline programme. For more details see the AMEE websitewww.amee.org

Registration for AMEE 2021 is now open https://na.eventscloud.com/AMEE2021VIRTUALCONFERENCE/For details of registration fees see page 1 or follow the link above.

For information on the AMEE 2021 conference programme please refer to the website www.amee.org or contact amee@dundee.ac.ukFor questions about registration contact amee@worldspan.co.uk

2

TIME SESSION

3

Essential Skills in Medical Education

1100-1300 Essential Skills in Medical Education Course session 1

1200-1330 Essential Skills in Continuing Professional Development Course session 1

1100-1300 Essential Skills in Medical Education Course session 2

1200-1500 Essential Skills in Continuing Professional Development Course session 2

1000-1300 Essential Skills in Medical Education Leadership Course session 1

1100-1300 Essential Skills in Medical Education Course session 3

1330-1500 Essential Skills in Clinical Teaching Course session 1

0800-0900 Orientation 1 – how to maximise your participation in AMEE 2021

0900-1200 Essential Skills in Medical Education Assessment Course session 1

Preconference Workshops:

PCW1: Successful mentoring relationships

PCW2: Working together even when we are apart

PCW3: Autoethnography in medical education

PCW4: Mobile apps to capture EPA-based assessments

PCW5: Student engagement

PCW6: Understanding human rationalisation and cognitive bias

PCW7: Decolonising medical education (part 1)

1000-1300 Essential Skills in Medical Education Leadership Course session 2

1100-1300 Essential Skills in Medical Education Course session 4

1330-1600 Essential Skills in Clinical Teaching Course session 2

Preconference Workshops:

PCW8: Harnessing the science of learning in a pandemic

PCW9: Coaching to promote self-regulated learning skills

PCW10: Enhancing your writing process

PCW11: Addressing systemic racism in medical education

PCW12: Mental health – how to support students (part 1)

PCW13: Practising critical feedback through simulation

PCW14: Virtually presentable! Engaging learners digitally

PCW15: Patient Safety – Event analysis & learning assessment (part 1)

Morning

Afternoon

All times given are UK BSTFor more details of Preconference Workshops and Courses see pages 6-9

4All times given are UK BSTFor more details of Preconference Workshops and Courses see pages 6-9

6th International Conference on Faculty Development in the Health Professions:Plenary 1: Conceptualizing Faculty Development as Translational Science – Eric Holmboe;Plenary 2: All other things being equal: On the social connectedness of faculty development - Wim Gijselaers Symposia, oral presentations and workshopsPreconference Workshops:PCW16: Online open-book examsPCW17: Managing unprofessional behaviourPCW18: Education for sustainable healthcarePCW19: Program evaluationPCW20: Evaluating EPAs for a professionPCW7: Decolonising medical education (part 2)PCW21: Educational videos in healthcaare

0900-1200 Essential Skills in Medical Education Assessment Course session 21000-1300 Essential Skills in Clinical Teaching Course session 3

Preconference workshops:PCW15: Patient Safety – Event analysis & learning assessment (part 2)PCW22: Exploring global CPD in the context of a pandemicPCW12: Mental health – how to support students (part 2)PCW23: Curriculum transformationPCW24: Developing as a junior educatorPCW25: A framework for systems of assessmentPCW26: Psychological safety in virtual learning spaces

1600-1700 Orientation 2 – how to maximise your participation in AMEE 20211700-1730 Welcome to AMEE 2021

Opening/Plenary 1: Unravelling the threads of race, racism and medicineDipesh Gopal, NIHR In-Practice Fellow in Primary Care, Queen Mary University of London, UKNetworkingAMEE FringeMeet the Expert

0600-0730 Highlights of on-demand presentations; Conference workshops0730-0745 Welcome to Plenary 2

Plenary 2: What does a student or trainee need most from an educator? The roles of a teacher or trainerJo Bishop, Bond University, Australia. Abdullah Al-Khafajy, International Federation of MedicalStudents’ Associations (IFMSA). Sawsan Abdel-Razig, Clinical Associate Professor of Medicinefrom Cleveland Clinic Lerner College of Medicine, Abu Dhabi, UAE. Afsana Zaman (Moderator)

0900-0945 Networking; AMEE FringeSymposium 1: Postgraduate trainees – students, workforce or learnersSymposium 2: Lessons learned for using technology enhanced learning during the pandemicResearch papers, Doctoral reports, Short communications, Conference workshopsSymposium 3: Defining scholarship in 21st century health professions educationSymposium 4: Revalidation of knowledge and skills of surgeons in practiceResearch papers, Short communications, Conference workshopsPlenary 3: Improving medical education: Prospects and challengesDylan Wiliam, Emeritus Professor of Educational Assessment at University College London, UK

1500-1545 Networking; AMEE FringeSymposium 5: Planetary health and education for sustainable healthcareSymposium 6: Transforming medical education in low & middle income countries: Rwanda andVietnam experience

Research papers, ePosters, Short communications, Conference workshops, Meet the ExpertSymposium 7: Challenging intraprofessional workplace-based education normsSymposium 8: Essential curriculum transformationResearch papers, ePosters, Short communications, Conference workshopsSymposium 9: Adaptive expertise and transitions – from evidence to practiceSymposium 10: Interprofessional education: towards consistency and consensusResearch papers, ePosters, Short communications, Conference workshops, Meet the Expert

2200-2330 Highlights of on-demand presentations; Conference workshops

1800-1930

2000-2130

1200-1330

1400-1530

1600-1730

1900-2100

0745-0900

1000-1130

Morning

Afternoon

1730-1900

0001-1515

5 All times given are UK BST

Symposium 11: Innovative faculty development in Bioethics teaching

ePosters, Short communications, Conference workshops

Symposium 12: WHO Europe – Digital education for digital health

Symposium 13: Under pressure: Heard, valued and supported?

Research papers, ePosters, Short communications, Conference workshops

Plenary 4: It takes two to tango: A mentoring journey through the lens of a mentor and mentee

Subha Ramani, Associate Professor of Medicine, Harvard Medical School, Boston, USA

Evangelos Papageorgiou, York Teaching Hospital NHS Foundation Trust, York, UK

Symposium 14: Conversation among readers, editors & authors about the health sciences education literature

Symposium 15: Pearls from the Surgery Track sessions

Research papers, ePosters, Short communications, Conference workshops, Meet the Expert

Plenary 5: Take-home messages from AMEE 2021

The Student’s Perspective: Irem Aktar, Medical Education Director, European Medical Students Association (EMSA)Postgraduate Education: Paul de Roos, Uppsala University, Sweden

Faculty Development: Yvonne Steinert, McGill University, Canada

Response to COVID-19: Jennifer Cleland, Lee Kong Chian School of Medicine, Nanyang Technological University, SingaporeAssessment: Richard Fuller, University of Liverpool, UK

Moderator: Lawrence Sherman, USA

Symposium 16: The digital transformation of faculty development

Symposium 17: Transforming medical education through a student-driven shared global curriculumResearch papers, Doctoral reports, Short communications, Conference workshops

Symposium 18: IAMSE Symposium: The role of educational scholarship in faculty development

Symposium 19: COVID-19 impact and new trends in distance medical education

Research papers, ePosters, Short communications, Conference workshops

Symposium 20: Micromanagement during clinical supervision

Symposium 21: Training of health professionals in Latin America amid COVID-19

Symposium 22: Best Evidence Medical Education

Research papers, Short communications, Conference workshops, Meet the Expert

2130 Close of Conference

1000-1300 Essential Skills in Medical Education Leadership Course session 3

1000-1300 Essential Skills in Medical Education Leadership Course session 4

1200-1500 Essential Skills in Continuing Professional Development Course session 3

1200-1330 Essential Skills in Continuing Professional Development Course session 4

2000-2130

1415-1530

1600-1730

1800-1930

0900-1030

1100-1200

1230-1400

0700-0830

PCW2. 0930-1230 Level: Introductory/IntermediateFeet on the ground but head in the clouds: Working together even when we are apartDavid Taylor, Trevor Gibbs, Da-Ya Yang, Zalim Balkizov, Sai Ram, Roberta PrestonSummary : For anyone who has been wondering how best to develop their professional networks and personal skills in any area of academic endeavour - from self- development, through research, to student support.

PCW3. 0930-1230 Level: IntroductoryInward- and outward-looking: Autoethnography in medical educationAna BaptistaSummary : The link between personal experiences with theories and current academic narratives/discussions makes autoethnography an exciting method to approach medical education topics from an in-depth perspective.

PCW4. 0930-1230 Level: AllKey design features for mobile apps to capture, aggregate and report EPA-based assessmentsAdrian Marty, Jan Breckwoldt, Machelle Linsenmeyer, Brian George, John Q Young, Olle ten CateSummary : Identification of the challenges with WBAs, an understanding of the key features of di�erent mobile apps to capture WBAs and the appropriate features for implementation of mobile assessment strategies in your own setting.

PCW5. 0930-1230 Level: IntroductoryStudent engagement: What might work in your context?Sue Smith, Kathleen Leedham-Green, Marjo Wijnen-Meijer, Manuel Costa, Harm PetersSummary : Key findings from ASPIRE Academy-supported research on the elements of student engagement to help participants examine their organisational structures, the attitudes and expectations of their faculties and their students, and their socio-cultural contexts.

PCW6. 0930-1230 Level: IntermediateUnderstanding human rationalisation and cognitive bias:A paradigm shift from the conscious competency matrixto contextualised reflective competence (CRC)Andrew Lane, Chris RobertsSummary : An introduction to the concepts of rationalisation due to cognitive dissonance, an exploration of the common cognitive biases around human interpretation and subsequent decision-making, and how this aligns with the current model of the conscious competency matrix.

PCW8. 1330-1630 Level: Intermediate/AdvancedHarnessing the science of learning in the setting of apandemicKeith Wilson, Wendy StewartSummary : The key features of the science of learning, ways to engage and support students in meaningful online learning, and opportunities for participants to apply this knowledge in the delivery of some aspect of their own curriculum.

PCW9. 1330-1630 Level: IntroductoryUsing coaching as a tool to promote and strengthen self-regulated learning skills in health professions learnersMaryellen Gusic, Andrew Parsons, Nicole Deiorio, Kendra Parekh, Bill CutrerSummary : The opportunity to build and practice skills in using a coaching approach to work with learners, and creation of a plan to apply what you learn to develop a coaching program within your course/curricula/educational program.

PCW10. 1330-1630 Finding “air & light & time & space”: Enhancing your writing process for better productivity and satisfactionErik Driessen, Lorelei LingardSummary : A rare opportunity to analyse your writing process using an empirically-based framework, and to understand how your writing routines might be altered for improved productivity and satisfaction.

Level: All, but some experience of academic writing desirable

PCW11. 1330-1630 Level: AllBring everyone to the table: Challenges & strategies to address systemic racism in medical educationAudrea Burns, Saleem Razack, Arno Kumagai, Jamiu Busari, Andria Tatem, Susan GillespieSummary : Tools for facilitating di�cult conversations and healthy discourse through group discussions of real case studies and role-play including strategies to foster ‘critical consciousness’ in learners to promote a professional identity rooted in social justice.

PCW1. 0930-1230 Level: Intermediate/AdvancedDeconstructing the journey of successful mentoring relationships: A workshop for mentors to develop e�ective mentoring relationships targeting mentees’ professional growth.Subha Ramani, Richard Hays, Rashmi Kusurkar, Teri Lee Turner, Harish Thampy, Elizabeth Kachur, Keith Wilson, Jo Bishop, Kirsty Forrest, Vishna Devi Nadarajah, Ardi Findyartini, Helena Filipe, Alice Fornari, Gary Rogers, Meg ChisolmSummary : An interactive discussion of core mentoring skills and theoretical underpinnings, designing mentoring programs, mentoring challenges, etiquette and ethics of mentoring relationships.

PCW7. 0930-1100 Level: Intermediate/AdvancedDecolonising medical education: Part 1 (Part 2 Saturday 0930-1100) Nick Bass, Djibril Handuleh, Becky Stout, Ruti MargalitSummary : Some examples of positive learning exchange between rich and Low and Middle Income Countries (LMIC) with a invitation to participants to share examples of LMIC success - especially those which may be transferable. (Note: Workshop consists of two sessions - it is not possible to register for each separately)

6

PCW12. 1330-1500 Level: Introductory/IntermediateMental health and medical education: How to supportstudents: Part 1 (Part 2 Saturday 1330-1500)Joseph Murray, Lisa Meeks, Neera JainSummary : Developing skill and confidence in talking about mental health issues with medical students and colleagues, and specific strategies to help students who are dealing with various mental health issues. (Note: Workshop consists of two sessions - it is not possible to register for each separately)

All times given are UK BST

PCW13. 1330-1630 Level: AllPracticing critical feedback through simulationX Catherine Tong, Sharon Bal, Krista Dowhos, Aaron Geekie-Sousa, Isla McPherson, Quang NgoSummary : The elements of e�ective feedback, and a description of the Advocacy-Inquiry (A-I) method as a feedback technique. Participants can practice giving feedback to the learner (played by a facilitator) using the A-I technique and receive feedback themselves.

PCW14. 1330-1630 Level: Intermediate/AdvancedVirtually presentable! Facilitating learning and engaging learners digitallyLawrence Sherman, Kathy ChappellSummary : A demonstration of best practices in developing and delivering e�ective digital presentations both synchronouslyand asynchronously, incorporating engagement strategies to promote active learning and consistent learner engagement during synchronous and asynchronous online presentations.

PCW15. 1515-1645 Level: IntermediatePatient Safety – Event analysis and learning assessment: Part 1 (Part 2 Saturday 1515-1645)Robin Newton, Trudie Roberts, Doug Paull, Kevin Weiss, Robin WagnerSummary : A session designed to equip medical educators with the knowledge, skills and tools to engage learners in high quality patient safety event analyses that emphasize learning from near misses and events with minimal harm. (Note: Workshop consists of two sessions - it is not possible to register for each separately)

PCW16. 0700-1000 Level: IntroductoryOnline open-book exam – a novel assessment method inCOVID-19 times and beyond.Saurav Sarkar, Priyadarshini Mishra, Vinaykumar Hallur, Mukund SableSummary : Identification of the key elements of online open book exams and how to formulate suitable questions, together with an examination of the potential barriers and strategies for implementation in your own institution.

PCW17. 0930-1230 Level: IntermediateBlending structured and individualised approaches to management of unprofessional behaviour.Susannah Brockbank, Mumtaz Patel, Viktoria JoynesSummary : Sharing examples of good practice as well as challenges to gain an understanding of the value of structured and individualised approaches to assessment of unprofessional behaviour in your own context.

PCW7. 0930-1100 Level: Intermediate/AdvancedDecolonising medical education: Part 2 (Part 1 Friday)Nick Bass, Djibril Handuleh, Becky Stout, Ruti MargalitSummary : Some examples of positive learning exchange between rich and Low and Middle Income Countries (LMIC) with a invitation to participants to share examples of LMIC success - especially those which may be transferable. (Note: Workshop consists of two sessions – it is not possible to register for each separately)

PCW18. 0930-1230 Level: IntermediateEducation for sustainable healthcare: From rhetoric to action.Kathleen Leedham-Green, SanYuMay Tun, Frances Mortimer, Omnia El Omrani, Judy McKimmSummary : What does excellence in education for sustainable healthcare look like, and the barriers and facilitators to establishing sustainable healthcare as an educational focus in your own context.

PCW19. 1030-1300 Level: Intermediate/AdvancedProgram evaluation: Moving from tick-box systems to educational quality as transformation.Dorene Balmer, Satid Thammasitboon, Renée StalmeijerSummary : Comparing and contrasting conceptualizations of educational quality, constructing evaluation questions that foster transformation, and starting to develop a plan for programme evaluation that aims to transform quality assurance practices in your own organisation.

PCW20. 0930-1230 Building consensus and evaluating EPAs for a profession.Josephine Boland, Gozie O�ah, Karena Hanley, Aileen Barret, Brian McEllistrem, Dara ByrneSummary : Principles of best practice in EPA development by building consensus and evaluating EPAs, and applying the learning to your own context.

PCW21. 0930-1230 Level: All (smartphone camera required)

Production and implementation of educational videos in healthcare.Lukas Kandler, Robin Lunden, Daniel SalcedoSummary : How to develop your own customized, high-quality video materials and gain a better understanding of how to successfully integrate videos into your learning programs.

Level: Intermediate/Advanced(understanding of concept of EPAs required)

PCW12. 1330-1500 Level: Introductory/IntermediateMental health and medical education: How to support students: Part 2 (Part 1 Friday)Joseph Murray, Lisa Meeks, Neera JainSummary : Developing skill and confidence in talking about mental health issues with medical students and colleagues, and specific strategies to help students who are dealing with various mental health issues. (Note: Workshop consists of two sessions - it is not possible to register for each separately)

7 All times given are UK BST

Cont’d

PCW15. 1515-1645 Level: IntermediatePatient Safety – Event analysis and learning assessment:Part 2 (Part 1 Friday)Robin Newton, Trudie Roberts, Doug Paull, Kevin Weiss, Robin WagnerSummary : A session designed to equip medical educators with the knowledge, skills and tools to engage learners in high quality patient safety event analyses that emphasize learning from near misses and events with minimal harm. (Note: Workshop consists of two sessions - it is not possible to register for each separately)

PCW22. 1330-1630 Level: Intermediate/AdvancedExploring global CPD in the context of a pandemic: Lessons learned and opportunities for the future.Samar Aboulsoud, Alvaro Margolis, Kathy Chappell, Dave Davis, Helena FilipeSummary : A discussion of some case studies from around the world with an emphasis on the unique circumstances that impacted CPD educators, strategies employed, what worked and what did not work, and how lessons learned could be applied to the future.

PCW23. 1330-1630 Level: IntermediateTransforming a curriculum through creation of a virtual “Community of Inquiry” to optimise learning.Jennifer Benjamin, Lindsay Cameron, Audrea Burns, Satid ThammasitboonSummary : An introduction to ‘Community of Inquiry (CoI)’ as the leading framework that guides research and practice of virtual teaching, and the ‘Process Oriented Guided Inquiry Learning (POGIL) as an evidence-based instructional method to not only ‘replace’ the classroom, but also ‘amplify’ or ‘transform’ your respective curricula to an enhanced virtual learning experience.

PCW24. 1330-1630 Level: IntroductoryBalancing teaching and training: Tips and tricks for developing as a junior educator.Rille Pihlak, Kevin Gervin, Kevin Garrity, Matthew Stull, Margot Weggemans, Susannah Brockbank (On behalf of the AMEE Postgraduate Committee)Summary : How to deliver focused, e�ective teaching for clinical learners ‘on the run’, and how junior doctors can harness teaching opportunities to develop themselves as both clinicians and educators, balancing high-quality teaching with e�ective service provision.

PCW26. 1300-1600 Level: AllPsychological safety in virtual learning spaces.Elizabeth Kachur, Lisa Altshuler, Chaoyan Dong, Jenny/Lee Yuan Wong, Nobutaro BanSummary : An opportunity to deepen our understanding about various mechanisms that contribute to psychological safety in online educational settings from the viewpoint of the teacher, learner and patient and to share experiences and explore strategies that can help enhance psychological safety for all involved in online instruction.

PCW25. 1330-1630 Level: IntroductoryApplying a framework for systems of assessment.M Brownell Anderson, John Norcini, Miguel Paniagua, Valdes BolellaSummary : A brief review of the criteria from the 2018 Consensus Framework for Good Assessment followed by small group work with scenarios describing a variety of di�erent assessment situations to identify strengths, weaknesses and improvements.

Curriculum Planning

Research in Medical Education

Education Management

Supporting Learners

Faculty Development

TEL (Technology Enhanced Learning)

Assessment

Teaching and Learning

Theories in Medical Education

Equality, Diversity and Inclusion

CPD (Continuing Personal Development)

Educational Leadership

8All times given are UK BST

Cont’d

Each course o�ers the opportunity to gain an ESME Certificate by successfully completing an assignment after the course at no extra cost.

Essential Skills in Medical Education

Essential Skills in Medical Education (ESME)Description : Teaching skills course for those either new to teaching, or with some experience who wish to undertake some formal training.

Faculty : Stewart Mennin (Mennin Consulting, Albuquerque, USA - Course Lead), Ruy Souza (Federal University of Roraima, Brazil)Contact : Tues 24 Aug 1100-1300times Wed 25 Aug 1100-1300 Thurs 26 Aug 1100-1300 Fri 27 Aug 1100-1300 (UK time).

Course fee £400

Essential Skills in Medical Education Assessment (ESMEA)Description : Aimed at educators in the health professions who have limited experience in assessment and wish to gain an insight into practical applications. It is also relevant to others who already have an interest in assessment and wish to gain a foundation in the theoretical underpinnings.

Faculty : Katharine Boursicot (Duke-NUS, Singapore - Course Lead) Richard Fuller (University of Liverpool, UK), Sandra Kemp (Curtin Medical School, Australia), Trudie Roberts (University of Leeds, UK)Contact : Fri 27 Aug 0900-1200times Sat 28 Aug 0900-1200 (UK time).

Course fee £400

Essential Skills in Clinical Teaching (ESME-CT)Description : Aimed at clinicians who teach medical students and junior doctors in inpatient and outpatient clinical settings, focussing on core topics in clinical teaching.

Faculty : Subha Ramani (Harvard Medical School/ Brigham and Women’s Hospital, Boston, USA - Course Lead), James Kwan (Tan Tock Seng Hospital/ Lee Kong Chian School of Medicine, Singapore) Harish Thampy (University of Manchester, UK), Mini Singh (University of Manchester, UK), Jean Klig (Harvard Medical School/Massachusetts General Hospital, Boston, USA)Contact : Thurs 26 Aug 1330-1500times Fri 27 Aug 1330-1630 Sat 28 Aug 1000-1300 (UK time). An additional reflection and assignment session will be arranged approximately 4 weeks post-conference.

Course fee £400

Essential Skills in Educational Leadership & Management (ESMELead)Description : An introduction to key aspects of leadership and management for healthcare educators who want a deeper understanding of theory and to gain an evidence base to help them become more e�ective leaders.

Faculty : Judy McKimm (Swansea University Medical School, Wales, UK – Course Lead), Paul Jones (Swansea University Medical School, Wales, UK)Contact : Thurs 26 Aug 1000-1300times Fri 27 Aug 1000-1300 Tues 31 Aug 1000-1300 Wed 1 Sept 1000-1300 (UK time).

Course fee £400

Essential Skills in Continuing Education and Professional Development (ESCPD)Description : For those currently involved in the planning, organization and/or implementation of medical/health education at the continuing professional development level.

Faculty : Jane Tipping (University of Toronto, Canada - Course Lead), Suzan Schneeweiss (University of Toronto, Canada), Amy Wolfe (Crossroads Educational Institute, Johannesburg, South Africa), Helena Filipe (University of Lisbon, Portugal).Contact : Tues 24 Aug 1200-1330; times Wed 25 Aug 1200-1500 Wed 1 Sept 1200-1500 Tue 5th Oct 1200-1330 (UK time)

Course fee £400

Course Format : Flipped classroom model, with resources available in advance on Moodle platform. Synchronous and asynchronous activities. Presentations, small group work and interactive discussions on Zoom platform at times indicated.

9 Further details for all the courses can be found onhttps://amee.org/conferences/amee-2021

All times given are UK BST