AMEE-GAME Webinar: Patients and Professionals: Our budding collaboration in programme development

“Patients are becoming increasingly important in the development of educational interventions for health professionals, the European Respiratory Society (ERS) and the European Lung Foundation (ELF) would like to share some key learnings on their budding collaboration.”

AMEE-GAME Webinar Series:
Patients and Professionals: Our budding collaboration in programme development
Presenters: Amy Farr and Pippa Powell
Date: Friday, November 30, 2018
Time: 1400 GMT/UK. (0600 PST)
All AMEE-GAME webinars are free to access; however, space is limited and will operate on a first-come basis.

Join the discussion here. The user guide for the webinar platform can be found here.

CAME Webinar: Diagnosing students/residents in difficulty and providing appropriate pedagogical interventions

Why do clinical teachers have such difficulty acknowledging that a student is in difficulty? One underlying reason is a lack of information about remediation options.

In this webinar, participants will use the analogy of a clinical reasoning process to analyze and take an organized approach to dealing with the daily problems facing learners in difficulty. They will learn how to recognize the signs and symptoms of students in difficulty, how to make a pedagogical diagnosis that takes into account the various dimensions of learning, and how to use a list of relevant pedagogical interventions generated by a BEME systematic review to help learners in difficulty advance in their learning.

Presenter: Dr. Miriam Lacasse
Date: Tuesday, February 12, 2019
Time: 12:00 – 1:00PM Presentation (includes 10 – 15 minute Q&A)

UBC Point Grey Campus, Life Sciences Centre
Room 1312 CMR – 2350 Health Sciences Mall Map


Diamond Health Care Centre (DHCC)
Room 4115 – 2775 Laurel Street, Vancouver

Interested? Learn more here.

CHES: Moving from Expert to Novice: Teaching an Old Dog New Tricks

During the course of our professional careers, we may anticipate transitioning into new arenas of practice. These may be small leaps (i.e. developing new skills for use within our field) or larger leaps (i.e. re-training for a new field of practice). While the development of expertise has been explored in depth, it’s converse, namely moving from expert to novice, is less well-described. In this WITA, we will share our own stories of transitioning from expert to novice, suggest some relevant theories that may inform our understanding of this transition and foster discussion with participants as to the nature of these transitions.

Presenters: Drs. Rose Hatala, Jennifer Tam & Joanna Bates
Date: Tuesday, December 4, 2018
Time: 12:00pm to 1:30pm

Formal presentations and discussion from 12:00pm – 1:00pm, ongoing moderated discussion 1:00pm – 1:30pm
Feel free to bring a bagged lunch


  • LSC CMR 1312 (host venue)
  • DHCC 2262
  • NHSC 9-374
  • RJH CA 011


Interested? Learn more here.

Learners In Difficulty

Educating the mind
without educating the heart
is no education at all.
~ Aristotle

In 2017, UBC’s Faculty of Medicine released a 4-part series on Learners in Difficulty. It’s one of the best productions I’ve viewed on depicting the challenges and opportunities experienced by educators and learners in the clinical setting. I particularly like Part 3 when the preceptor seeks advice from a colleague. His colleague carefully probes him about the learner’s clinical performance deficits; she empathizes with his frustrations; and finally she attempts to guide him towards opening up a dialogue with his resident. More importantly, she repositions many of the struggles identified as opportunities to clarify assumptions; to discover the hidden potentials; and to build on the relationship through the ethical elements of care. These elements include attentiveness, responsibility, competence, and responsiveness. Learn more about the ethics of caring and medical education here.

For those interested in the rest of series, please see the links below to follow how the story evolves:

The Difficult Learner: Part 2 History Taking
The Difficult Learner: Part 3 Getting Advice
The Difficult Learner: Part 4 Making the Plan

I strongly encourage you to watch. If you’ve observed or experienced something similar, take notes as to what resonates and determine your communication strengths and areas for improvement.



Update! Bill Upward, our UBC Department of Family Practice Teaching & Learning Strategist, suggested a series of handouts that help supplement the videos showcased above. They include:

  • The Laval Benchmarks Scale for Family Medicine, that can help both teachers and learners get a more objective sense of whether the learner is off-track and, if so, in what core competencies;
  • The Lacasse Educational Diagnosis Wheel, that helps structure a conversation with a learner to reveal all the factors that may be influencing their difficulties such as Teaching Environment Issues or Teacher Issues; and,
  • The Learning Plan Template and Sample, to help structure a plan that would be most likely to help everyone involved in the situation (learner, teacher, Site Director, etc) clarify the specific areas of concern and concrete strategies to support improvement and assessment of these goals and objectives.

Thanks Bill for the additional support and resources!

Link Pack

Uninvited Guests from Superflux on Vimeo.


Hope you are well! I often receive an array of resources and suggested readings from you that I love to share! And sometimes I come across a gem or two through your leads. I stumbled upon the video above when conducting research on speculative design. Speculative design poses questions such as “what if?” and encourages people to explore the future in new ways. Uninvited Guests provides a glimpse into what the future may look like as we impose, adopt, adapt, and reject “smart” devices designed to monitor and track our health. What are your thoughts after watching this?

More on speculative design? Read this: Speculative design: A design niche or a new tool for government innovation?

Here’s what you had to share:

Montreal museum partners with doctors to ‘prescribe’ art. (BBC News)

The Stethoscope (99% Invisible)

Why doctors hate their computers: Digitization promises to make medical care easier and more efficient. But are screens coming between doctors and patients? (The New Yorker)

Essentialism: The disciplined pursuit of less by Greg McKeown

Conference: Virtual medicine: Best practices in medical virtual reality

Fixed & Growth Mindsets. Read more on Dr. Carol Dweck’s book.


Have a great Journal Club tonight!

Warm regards,


On Coaching

In 2011, Dr. Atul Gawande published a piece in The New Yorker on the idea of utilizing a coach to improve upon his surgical technique. His 2017 TED talk above summarizes his evolving thoughts on the concept of coaching and how it might be leveraged in our culture of medicine.

To encourage those interested in seeking out colleagues and mentors for feedback, I’ve created a “Personal Learning Network” exercise that may help you in both identifying the goal and those individuals supportive of your development in that area.

Personal Learning Network.jpeg

Step I: First, define and articulate your goal. Design a goal that is measurable and challenging. Be willing to share and discuss this objective with others to elicit feedback and provide positive reinforcement. The FAST approach to goals is one tool to encourage self-organization in complex systems.

Step II: Identify the individuals that share similar values and will help you achieve your objectives by providing authentic, honest, and well-intentioned feedback. Ideally, this is someone who you will be receptive to and trust.

Step III: Design a plan of action to contact these individuals, share your goals, and schedule a time to connect.

Ankel & Sherbino. 2018. Adaptive Leadership for the New MedEd.
Atul Gawande. 2011. Personal Best: Top athletes and singers have coaches. Should you? The New Yorker.
Sull & Sull. 2017. With Goals, FAST Beats SMART. MIT Sloan Review.

Have any questions, ideas, or comments? Please feel free to email me at

Scholar & PIP Project Deadlines 2018

Hello Residents!

Hope everyone is having a fantastic fall! As a friendly reminder, below are the following deadlines for Scholar Projects:
  • Draft abstract due to Site Faculty: November 15 (UBC deadline)
  • Final abstract due to Program Office: December 15  (UBC deadline)
  • Final manuscript due to Program Office: February 28 (UBC deadline)

The PIP project idea deadline was last week on October 31st.

Dr. Iris Liu
Scholar & Behavioural Medicine Faculty Lead