Neurodiverse learners in medical, nursing, and other health education may hesitate to self-identify due to lingering stigma around neurodiverse diagnoses such as attention deficit disorder and autism spectrum disorders. Although the percentage of students who self-identify as neurodiverse in health professions education is low, the actual percentage of neurodiverse learners in medical and nursing school is estimated to be higher. Educators in the health professions can help neurodiverse students succeed without requiring those students to self-identify or “out” themselves by using Universal Design for Learning (UDL) principles for their courses. In particular, online elements delivered via learning platforms offer opportunities for neurodiverse student success through UDL.  An added benefit of UDL means that all students benefit from more accessible and more easily navigable courses.

While standardization and accreditation efforts have come a long way, there remains notable differences in the design and delivery of medical education worldwide; therefore, it is important for students to also have an innate ability to study in an evidence based manner. We propose this worksheet as a way for students to incorporate learning science into their daily learning practices.

Neurodiversity as a term refers to the different ways that individuals experience and interact with the world around them, most often use in the context of neurodevelopmental conditions, such as ASD, ADHD, dyslexia, and more. Adapting for neurodiversity is essential for the success of our learners who often feel excluded in traditional ways of teaching, which needs to happen in all environments, including a virtual one. In our poster presentation, we illustrate what are some of the challenges and opportunities that can happen as we adapt our teaching for neurodiversity, including our recommendations on how this can be done with the support of technology.

There is wide recognition of the global shortage of healthcare providers. This is especially true for underserved rural areas which have lacked the resources to educate and train physicians for their communities. A potential solution to this problem is to use specialized educational platforms to help deliver content and track compliance and performance. This allows curated video and written materials to be delivered in an evidence-based fashion to augment learning in a cost-effective fashion.

The use of e-learning platforms can improve patient care and safety by enhancing the quality & productivity of health professions education. However, the use of these platforms requires integration of the technology by both faculty and students. This workshop by Dr. Peter Horneffer and Dr. Atsusi Hirumi aims to help participants explore the potential uses of web-based medical education platforms, the challenges in implementing their usage, and how the use of such platforms could create a paradigm shift in medical education by facilitating a true evidence-based approach to teaching and learning. Faculty interested in leveraging technology to augment pedagogy joined this workshop led by a Medical School Dean and a Professor of Instructional Design. Small groups formed and were tasked with identifying perceived advantages and obstacles to incorporating software platforms into standard educational processes. They shared their experiences and return to the main group to present findings.

This short communication describes a needs assessment performed for a medical school in a resource-scarce area to identify both the optimal skills for faculty to deliver high-quality medical education and the actual skills present to determine discrepancies and opportunities for development.

Web-based learning platforms have emerged as a vital resource used by students across health professions to prepare for national licensing exams. A focused Best Evidence in Medical Education (BEME) systematic review indicated that such learning platforms are associated with higher exam scores. In addition, a pedagogical analysis of popular learning platforms, and a data comparing stakeholders’ use of formal curricular resources (prescribed by faculty) and informal resources (recommended by students) across cohorts revealed significantly differences in levels of reported motivation, and perceived levels of attention, relevance, confidence, and satisfaction as an indicator of their motivation. However, research examining methods for integrating the use of web-based learning platforms and impact of such integration to guide practice remains limited. We believe that the use of such platforms may (a) optimize the use of available human resources, particularly in resource scarce countries, and (b) increase the productivity of health professions education by facilitating competency-based, time-variable education.

Medicine is an evidence-based field where scientific rigors and peer-review are indispensable. However, suboptimal techniques for long-term learning are often still part of the medical education process. Evidence, both existing and growing, has shown us what works and what does not work in teaching and learning. This workshop, delivered through a presentation combined with interactive elements aims to help students understand principles that underpin evidence-based medical education, use evidence-based techniques in learning, and empower themselves to push for a better approach to be used in their schools.

The use of e-learning platforms can provide in-depth insights into student learning behaviors. In this Short Communication presentation at AMEE 2022, we share preliminary results that indicate that higher Lecturio usage is correlated with better student performance. We also demonstrate how platform usage data can be used for research and showcase substantial opportunities for data-driven teaching and learning.

The considerable array of software-based tools to augment learning, each with an associated learning curve for implementation, has created challenges affecting all institutions of higher learning. This Focus Group intends to discuss lessons learned from early adopters, along with related research and experience across institutions. The intent will be to provide useful insights as to how most effectively leverage these tools and to better understanding the innovative, creative, and synergistic potential of integrating the use of such resources to guide future research and practice.

This study evaluates the effects of supplementing the problem-based learning curriculum model with short video lectures that are mapped to clinical case modules. We aim to investigate the effect of these videos on academic performance and student preparedness.

The SARS-CoV-2 pandemic significantly impacted medical education worldwide. Our short communication project aimed to see if the predicted acceleration of e-learning incorporation into the medical curricula is reflected in the usage rates of one of the most commonly used e-learning platforms by comparing four usage parameters between two time periods representing the pre-pandemic and pandemic era.