The eighth annual meeting of INMED was held at the graduate entry medical school, the University of Limerick. The conference theme was “New horizons and health professional education: Complexity, Culture and Communication. The conference was organised over 2 1/2 days including a full preconference workshop day and one half days of research and educational development presentations.
The preconference day included the launch of itEACH as an affiliated group with INMED. itEACH is the Irish branch of the European Association for Communication in Healthcare, (EACH). Following its successful launch, itEACH has since held a follow up two-day symposium in March/April 2016 with the support of INMED. The preconference day also included a day-long workshop in which the accepted model of the OSCE was challenged and revisited using a “change laboratory” approach created by Yrjö Engeström. During the main conference keynote presentations by Tara Fenwick, (University of Stirling), Jonathan Silverman, (Cambridge University) and Anne Marie Cunningham, (NHS, Wales) covered a range of topics related to the theme including workplace learning, professional culture and interprofessional communication.
The conference was a great success attracting over 200 delegates and many sponsors. INMED would like to sincerely thank the University of Limerick and the graduate entry medical school for their superb organisation and support throughout the conference. 2. INMED faculty development symposium: Evidence Synthesis Venue UCC INMED and the Medical Education Unit at UCC jointly facilitated a symposium on Evidence Synthesis in Health Professions Education at Brookfield Health Sciences Complex, UCC on February 19th 2016. The symposium was attended by more than 40 delegates from around Ireland, representing a diverse range of disciplines including Medical Education, Epidemiology and Public Health, Psychiatry, Dentistry, Nursing, Occupational Therapy, Audiology, Psychology and Marketing & Management. Dr. Andrew Booth, Reader in Health Evidence Based Information Practice at ScHARR, University of Sheffield, gave an excellent plenary in which he presented a toolkit of approaches which can be matched to research question, theoretical orientation, available resources and purpose of the review. He described how the field has moved on from a single conventional approach, the systematic review as defined by the Cochrane Collaboration, to a multitude of options. He went on to explore these newer approaches and what they can offer health professions education.
There followed workshops which provided tasters of methodologies of evidence synthesis; Introduction to Systematic Reviews (Dr. Andrew Booth), Introduction to Qualitative Evidence Synthesis (Dr. Martina Kelly, University of Calgary, and Prof. Tim Dornan, QUB.) and Introduction to Realist Reviews (Dr. Geoff Wong, University of Oxford). These were very well received and delegates evaluated the symposium as a whole as a valuable learning experience.