Tuesday 30 August 2016
Location: MR 117 – P1
#9D3 (134295)
Sex and Blood and Rock ‘n’ Roll – notes from the
singing haematologist
#9D1 (126024)
Is 'AVICENNAL' Medicine the recipe for holistic 21st
Century patient-centered care ?
Seán MacPherson*, University of Otago, Christchurch,
New Zealand
9D
AMEE Fringe 2
Khaja H Mujtaba Quadri*, Shifa International Hospital
and Shifa Tameeremillat University, Islamabad,
Pakistan
Humaira Masihuddin
Summary: Did you ever wonder and reflect what
"Avicennal" Medicine could do for 21st century
healthcare? Could philosophy provide the core spiral
theme affecting attitudes or should this be integrated
with cognitive and developmental psychology, helping
to shape the outlook and attitudes of 21st century
health professionals? How would physics and
mathematics add up to help understand
muskuloskeletal mechanics and cardiopulmonary and
renovascular flow dynamics ? Could religion, theology
and logic help develop empathy? Finally are music and
ascetism tempered with love , the ingredients for
ultimate physician and community harmony and
resonance? The wait may be over! Avicenna has been
spotted in Barcelona, Spain "Medicine was absent
until Hippocrates created it, dead until Galen revived
it, dispersed until Rhazes collected it and deficient
until Avicenna (Ibn Sina) completed it." Ref: De Poure,
European Physician. Anthropologist and lawyer HM
challenges Avicenna to come up with a Qanun/Canon
21st century Edition . Could this perhaps be the ( neoHarden) purists' dream for the ultimate life-long
holistic integration?
#9D2 (133524)
Give us a wave, darlin’
David Topps*, University of Calgary, Calgary, Canada
Maureen Topps, University of Calgary, Canada
Shannon Murphy, University of Calgary, Canada
Jean Rawling, University of Calgary, Canada
Summary: Waves and waveforms are all around us in
medicine. From our earliest days in pre-med,
struggling with basic physics, to the most advanced
interpretations of ECGs, EEGs, EMGs, EAGs
(excruciatingly annoying graphs in strategic planning
sessions) and shock therapy, we weave our way
through waves, wending wearily towards wisdom.
Using a combination of humour, audience
participation & multimedia, we will explore some of
challenges we face in interpreting the nuances of
these waveforms. We will demonstrate some common
misperceptions and how the effects of waves
constructively interfere with good clinical judgement.
And there will be sound waves: yes, singing – either as
a means to engage audience participation, or as a
threat (our singing) if the audience does not
participate fortissimo.
Summary: You have to be careful what you include in
your CV. Jokingly mention an “educational song” you
once wrote for a Grand Round and 3 years later you
find yourself with a regular gig, a sore throat and
enough material for a very bizarre textbook. After my
job interview 200 medical students were promised a
singing lecturer. I had no choice. Unfortunately I only
had 2 songs. The next couple of years saw numbers
such as “500 Platelets” and “Red Cells Explode”
introduced to the haematology course. The idea was
quirky enough to attract media attention and I
enjoyed 5 minutes of fame on national television
(http://tvnz.co.nz/seven-sharp/singing-universityprofessor-video-5455608). Sexual Health even
commissioned songs. I was delighted to branch out.
Why songs? Songs break up a lecture and allow
students to regain concentration. Varying the
teaching style caters to different learning preferences
and songs are memorable. Many peoples’ heads are
stuffed with advertising jingles, effortlessly retained
but not necessarily welcome, all because of a catchy
tune. An eminent neurosurgeon informed me that this
was "brilliant" because "the neuronal pathways
involved in music are phylogenetically far more
rudimentary than those we have developed for
language". I now try to pass this off as my own idea.
Course evaluations show that 90% of the students rate
my use of music as “very effective”. However, not
everyone is a fan so I abide by the following rules: Half
the lectures must be song-free No songs for their own
sake – they must somehow facilitate learning Only 1
song per lecture The transition from exciting new idea
to undergraduate staple has been educational in itself.
With the songs no longer a novelty, students have
little patience for anything less than a polished live
performance. A rod for my own back? Perhaps. It’s
still kind of fun.
#9D4 (132119)
Regarding Hannah Arendt Movie: Learning Reflective
Practice
Pablo G. Blasco*, SOBRAMFA- Medical Education and
Humanism, Sao Paulo, Brazil
Graziela Moreto
Marcelo R. Levites
Marco A. Janaudis
Summary: Reflection is the keystone for incorporate
ethical attitudes into daily practice. Although technical
knowledge and skills can be acquired through training,
it is impossible to refine attitudes, acquire virtues, and
incorporate values without reflection. Learning
through aesthetics –in which cinema is includedstimulates a reflective attitude in the learner since it
Tuesday 30 August 2016
portrays a tremendous spectrum of attitudes required
for building ethics and professionalism. Fostering
reflection is the main goal in the cinematic teaching
set. We have used cinema in medical education for a
long time, not just to show the right way of doctoring,
but primarily to push learners to reflect. The recent
movie, Hannah Arendt (cfr. IMDB:
http://www.imdb.com/title/tt1674773/), offers and
excellent opportunity for dealing with reflective
practice. Hannah’s lecture about her report
(“Eichmann in Jerusalem”) is powerful, and the 6minute clip speaks for itself. “I wrote no defense of
Eichmann, but I did try to reconcile the shocking
mediocrity of the man with his staggering deeds.
(…)In refusing to be a person Eichmann utterly
surrendered that single most defining human quality,
that of being able to think. And consequently he was
no longer capable of making moral judgments. (…)
The greatest evil in the world is the evil committed by
nobodies. Evil committed by men without motive,
without convictions, without wicked hearts or
demonic wills, by human beings who refuse to be
persons. And it is this phenomenon that I have called
the “banality of evil.“ In this Fringe Session we’ll see
Hannah Arendt speech and the audience will have the
opportunity to reflect why doctors lose ethic
perspective. It’s not because they are malicious or
because they don’t care about patients. They just keep
working, get into the scientific process, neglect
details, ignore patient’s’ world and feelings. They are
not wicked people: they just stop thinking.
http://www.pablogonzalezblasco.com.br/wpcontent/uploads/2016/01/pgbenglish_Dec15.pdf
#9D5 (133772)
Unfolding Case Improv: Employment of the Art of
Improvisation to Engage Medical Learners
Miguel Paniagua*, National Board of Medical
Examiners, Philadelphia, USA
Summary: There is a growing body of research on
innovating the traditional medical school lecture:
From problem-based learning, blended or computerbased modules, simulations to flipped classrooms. But
what if we focused on moving the teacher farther
from their scripts and focus more on teacher as
creative performer? By employing concepts of
improvisation in medical teaching, we may foster
teacher-peer and peer-peer collaboration, promote a
conducive learning climate and encourage the
admission of limitations. In this session, the presenter
will demonstrate a portion of a simple paper-based
unfolding case transformed to an interactive and
demonstrative presentation. The case focuses on
distinct communications-based skills in end-of-life care
(breaking bad news, telephone notification of death)
and medical skills and knowledge concepts such as
generating a differential diagnosis and composing
admission orders.
#9D6 (134223)
Sew much to learn
Sarah Hogan*, Imperial College London, London, UK
Letitia Dormandy
Summary: Two medical students have been waiting
all morning for somebody to listen to one of their
clerkings. They’re bored to the teeth. They were
ignored on the ward round. They’ve updated their
facebook, flirted with the nurses, made notes in their
handbook and been for a coffee. They’re
contemplating going home when one of them notices
a tapestry has been hung up in the staff room. It
covers one of the walls and looks a bit like… an advent
calendar? Letty: What the heck is that? Sarah: Not a
clue, shall we go and have a look? Letty: Goodness me,
some mug has spent forever on the sewing machine.
Who even does that these days? What’s going on with
these pockets? Sarah: Er, Letty, it’s full of equipment!
Letty and Sarah proceed to hunt through the gigantic
advent calendar. Letty is a bit taller so she goes for the
top pockets, while Sarah favours rooting around
amongst the lower treasures. Sarah: Oh my goodness,
this looks like it goes in some sort of hole but I’m not
sure which. Is this one of those tubes you stick up your
nose? Letty: Not sure, I haven’t seen one of those
before. Hang on, there’s an explanation right here….
No it’s a guedel you plonker. Look, there’s another
one, it’s green, I wonder why that is. Sarah: Oh. What
on earth is this?? Is it a catheter for pygmies?! Oh no,
look it says it’s a feeding NG tube. Letty: This is great!
I'm learning so much! Let's take it to Barcelona and
show the rest of the world this great invention!