There is a need for mentorship programme for medical educationists-Prof. Lubna Baig


 7th Int. Conf. on Health Professions Education & Research at KMU
There is a need for mentorship programme
for medical educationists-Prof. Lubna Baig
Medical Professionalism has its own
identity-Prof. Junaid Sarfaraz Khan
Trust is a central concept for safe
and effective healthcare-Prof.Tariq

PESHAWAR: The second plenary session during the 7th International Conference on Health Professions Education and Research organized by Khyber Medical University from 19-21st March 2019 was chaired by Prof. Jack Boulet, Prof. Gohar Wajid and Prof.Ghulam Rasool.

Prof. Lubna Baig Pro VC Jinnah Sindh Medical University was the first speaker whose presentation was on Mentoring for MHPE Graduates. Mentoring, she said, decreases stress, leads to higher emotional wellness. She then discussed in detail the mentor’s and mentees training and asked, whether the faculty has time for mentoring? She discussed the details of a structured mentorship programme, formal evaluation by peers and supervisors. At present there are two PhD programmes, seven Masters Programme and one MCPS in Health Professions Education programme being conducted in Pakistan. Innovations, self-management, task management, Justice, she stated, are some of the competencies required for HPE leaders.

She then discussed how to develop a mentorship programme. Should it be replication of job experiences, based on discussion with the mentees and then implement modifications for the MHPE graduates. She was of the view that there was a need for mentorship for medical educationists. We need to identify and develop competencies. Get feedback from multiple sources based on leadership. Then there may be a need for re-certification after some time. Medical Education, she further stated, was a new discipline, let us start the mentorship programme and make tomorrow better. She concluded her presentation with the following couplet:


Prof. Junaid Sarfaraz from CMH Medical College Lahore shared highlights from a dynamic model to help understand medical professionalism. Humans, he said, have unique freedom to plan his own behaviour. Hence efforts should be made to become the best person for self and others. Referring to Miller’s Pyramid, he said, now various amendments to this are being suggested on medical professionalism and the debate is going on. Issues being debated relate to ethical and legal understanding, communications and clinical competencies. Medical Education, he said, was just like an Elephant being described by the blind men. Medical professionalism has its own identity, he remarked.

Prof. Tariq Mohammed from Aga Khan University spoke on EPAs and Competency based education. He gave details of competency based curriculum at Aga Khan University and competencies developed by Dept.of Medical Education. Trust, he opined, is a central concept for safe and effective healthcare. Patients must trust their physicians and healthcare professionals must also trust each other. In teaching setting, supervisors have to decide when and what tasks they can entrust to their juniors. He then referred to the core EPA (extractable professional activity) needed to enter Residency Programme. It improves patient care and also enhances your competencies, he remarked.

Prof. Shahid Shamim from DUHS Karachi made a presentation on Qualitative Evaluation of a Novel Educational Strategy- Workbook based Ethics Learning. Some of the challenges that we face in this field, he said, was lack of trained teachers, lack of books and curriculum time. We need reading material, case scenarios, and replicate writing exercises and then get feedback. The feedback which I received from my students on this workbook based education was very encouraging. Hence, I have refined, developed an Ethics Work Book. I had views from different experts on the book. I have noticed that dormant students start coming out of their shells. In fact this work book has changed the way I think, he added.

This Ethics workbook, Prof. Shamim said is user friendly, there are modifications in language, topics and assignments and at present it is being used in Saudi Arabia and Pakistan. Evaluation of its impact is under way. Its validation in different cultural contexts will be looked into and at present this Ethics Work Book based learning seems to be a good option.

Prof. Syed Hassan Shoaib from Shalamar Medical College Lahore was the next speaker who discussed how to develop self-awareness using Johari Window. Self-awareness covers the conscious knowledge of one’s own character, feelings, motives and desires. Referring to the power of self-awareness, he said that if you do not know to power your emotions, emotions will master you. It is the people, places, times and words which trigger your emotional reactions. Reactions is unproductive but response is productive. It is essential to wait for some time and then respond. Response is preferred than reactions. There are three competencies within Self-Awareness which are emotional self-awareness, accurate self-awareness and self-confidence. Those individuals in whom these competencies are highly developed are aware of their feelings and also understand the implications of their actions. Accurate self-assessment, he said, is the process of identifying your inner resources, abilities, strengths, acknowledging and accepting your limits. Those individuals in which this competency is highly developed have the ability to be reflective to learn from experience. They are receptive to candid feedback, new perspectives, continuous learning and self-development.

Continuing Prof. Hasan Shoaib said that self-confidence is your own belief in your capability to accomplish a task. It also includes acknowledging and affirming that you are the best person for the job that you are doing. Self-confidence is the ability to be decisive and to make sound decisions despite uncertainties and pressures. Johari Window, he said, is a psychological tool created by Joseph Luft and Henry Inghamin 1955 it is a simple but useful tool for understanding and training in self-awareness, personal development, improving communications, interpersonal relationships, group dynamics and team development. This Johari Window represents information, feelings, experience, views, attitudes, skills, intentions, motivation within or about a person in relation to their group from four perspectives. These perspectives cover open areas, blind area, hidden areas and unknown areas.

Prof. Alam Sher Malik from Malaysia was the next speaker who discussed competency based medical education: Concepts and implementations. He first referred to the gaps and what the residents can do with or without supervisors. Can we close this gap and can medical students, he said, be taught all this. He wondered whether the medical education has not been competency based all along. And if it was so why these Jargons are now being discussed, he asked?. He laid emphasis on promoting informed decision making.

Competency Based Medical Education (CBME) he said is an academic model which at times takes, demonstrates. Competency varies of expectations about learning which are held constant. Students acquire and demonstrate their knowledge & skills by engaging in learning exercises. Learner earns credibility by developing mastery through multiple forms of assessment options at personalized pace. This activity is learner centered. EPAs are set of early identification of individual needs. CBME focuses on individual needs and development. He then talked about CBME in USA. Medical Schools of future, he said, will focus on patient outcome. It will consist of team based care, teaching tools and competency based. Assessment is a major issue in CBME. We need valid and reliable assessment tools. We need increased frequency of assessment and clearly defined milestones for progress. Competency based are the time based focused learning. Customized curriculum is then adjusted according to new additional work for the faculty. Integrated approach is now order of the day in medical education, he remarked.

Summing up the session Prof.Ghulam Rasool said that medical education needs to be reorganized as per needs of the country. People are using it for their personal development. Medical Education department should be established in every institution in Pakistan. Prof. Jack Boulet emphasized the importance of properly trained faculty. Ethics is very important but we should try to understand how to do it. Prof. Gohar Wajid remarked that we should not underestimate our students.