Pre-conference Workshop


Essential Skills in Clinical Teaching (ESME) | Cost: R4000.00

Pre-conference Workshop: 25 June 2024

Time: A full-day course with lunch and coffee breaks (09h00-12h30 and 13h00-16h30)

Lead faculty: Subha Ramani, MBBS, PhD, FAMEE (Course Director); AMEE President; Associate Professor of Medicine, Harvard Medical School; Adjunct Professor, Massachusetts General Hospital Institute for Health Professions; Director, Program for research, innovations and scholarship, Department of Medicine, Brigham and Women’s Hospital; Academic Lead, Global perspectives and community, Brigham Education Institute; Boston, MA, USA

Background: Teaching in the clinical environment is defined as teaching and learning focussed on, and usually directly involving, patients and their problems. Clinical teachers have a dual role in healthcare, to provide patient care and to teach. The various settings (ward, ambulatory, urban or community) have their own distinct challenges. In these settings, essential patient care skills such as history taking, physical examination, patient communication and professionalism are inculcated, bench knowledge applied to the bedside, motivation and self-directed learning take on a new meaning. In acknowledgment of the complexity of clinical teaching, the educational strategies will employ a non-prescriptive behavioural approach to enhancing teaching skills. Participants will learn to select effective teaching strategies while taking into account many variables such as the content, the learners, and the context. Teachers at all levels of experience and expertise can benefit from an organised review of their teaching.

Who should participate in this course:  This course will focus on core topics in clinical teaching and is intended for clinicians who teach pre-registration students (medical/nursing, etc) and post-registration trainees (physician, nursing, etc) in ward, outpatient as well as simulation and conference settings.  In addition, educators who organise staff development for clinical teachers will benefit from participation.

Mode of delivery:  The course will be delivered as a full-day course for face-to face delegates. The course language is English, but the pace will be suitable for participants whose first language is not English.

Learning outcomes for this Masterclass:

By the end of this course, participants will be able to:

  • Select the right strategy for different clinical teaching situations (inpatient or ambulatory settings, levels of learners, content to be taught such as history taking, physical examination, clinical reasoning, etc)
  • Gain comfort and confidence in teaching learners when patients are present (bedside teaching)
  • Apply core principles of time-efficient teaching in busy clinical work environments
  • Understand and apply direct observation to assess learners’ knowledge, skills and attitudes directly related to patient care
  • Reflect on and practice skills for effective feedback

Teaching, learning and assessment in simulation: a new perspective? | Cost: R550.00

Pre-conference Workshop: 25 June 2024

Time: A 3-hour workshop 12h00-13h00 (Lunch), 13h00-16h00 (Workshop)

Lead Faculty: Dr Andrew Makkink, Department of Emergency Medical Care, University of Johannesburg. Dr Makkink is involved in healthcare education for 17 years and developed the simulation assessment tool limiting assessment bias (SATLAB) which is used as a blueprint for improving reliability, validity and feedback in simulation-based teaching, learning and assessment (SBTLA).

Background: This workshop will unpack concepts and principles linked to reliability and validity as well as feedback and debriefing within the SBTLA domain. The workshop aims to provide a common understanding of reliability and validity in simulation assessment using the principles of group learning and discussion based on a preliminary scaffolding built on the literature. Thereafter we will move to unpack the advantages and disadvantages of common assessment tools, including Global Rating Scale (GRS) and checklists. These concepts will be expounded upon into principles of simulation assessment and strategies that can be used for establishing and ultimately improving reliability and validity. We will then discuss how creating hybrids, or mixed methods, of GRS and checklists can contribute to improved assessment strategies where the aim is not only assessment but also pre- and post-simulation teaching and learning. We will consolidate the learning by applying what we have learned practically and setting our own simple simulation. We conclude with a group discussion about our experiences and what to take away from the workshop into our own practice.

Who should participate: This workshop is intended for educators and clinicians who are interested in incorporating simulation-based training in their practice.

Mode of delivery: This is a 3-hour, in-person workshop and is in English.

Learning outcomes:

  • Discuss and debate reliability and validity as well as feedback and debriefing within the context of simulation assessment.
  • Discuss and debate the advantages and disadvantages of GRS and Checklist assessment within the simulation and how the SATLAB hybrid seeks to address some of these.
  • Practically evaluate the principles of SATLAB as a hybrid of GRS and Checklists and how to operationalise this from a reliability and validity as well as feedback and debriefing perspective within generic simulation assessment.


Conference Academics: Early Bird registrations – until 30 April 2024 
Conference Academics: Late rate – from 1 May 2024

 Pre-conference workshops, Panel Discussion, Debate Session, Symposia.
Submissions close: 30 January 2024

Oral presentations short, In-conference workshops, e-Posters, PechaKucha(TM), Campfire Story presentation. Extended deadline: 21 February 2024

Notification of acceptance: Pre conference Workshops, Panel Discussions, Debate and Symposia: 20 February 2024

Notice of acceptance of Abstracts: Oral presentations short, in-conference workshops, e-Posters, PechaKucha™, Campfire Story presention: 14 March 2024


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