Scientific Programme




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Having a multidisciplinary congress like this is very useful. The tracks for the Academic Clinical Programmes sets a standard and creates a platform for interprofessional as well as inter-institutional staff to come together to share on research, education and clinical service advancement.                








~ Prof Celia Tan
Group Director, Allied Health, SingHealth



Programme >

Education Symposium

Making Better Educators – Updates by Harvard Macy Alumni


Track type: Symposium


 Duration: 90 minutes


 Location: Academia, Level 2, L2-S3 Exp

Topic 1:

Assessing Knowledge, Attitudes, Skills and Values: A Holistic and Objective Approach to
Assessment of Residents

Dr Manisha Mathur

Traditionally assessment of junior doctors is focused on assessment of knowledge and skills, with little emphasis on assessment of attitude and values. These are important skills for all round development of a good doctor. Our current system of Resident assessment for progression and ranking is comprehensive in assessing knowledge, skills and attitude to some extent. It does not however include Resident involvement in scholarly activities such as research, audit and teaching as well as their involvement in extracurricular activities related to our Residency programme.

My team consisting of two Residents and Programme Executives devised an objective assessment method, which includes the attributes mentioned to enhance our existing assessment system. Each component of the assessment system has been awarded a score. The proposal was presented to the Residency faculty as well as the Residents and constructive suggestions were included. Our goal was to make Residents' assessment process inclusive, holistic and objective. By including all prerequisites of a well-rounded junior doctor in training we hope to encourage good attitudes and values amongst our Residents.

Smooth and successful implementation of the new process would be a measure of success along with survey of stakeholders’ pre and post implementation to measure satisfaction. We also will be measuring number of scholarly projects submitted, Resident involvement in extracurricular residency to quantitatively assess the success of our project.

Topic 2:

Developing Entrustable Professional Activities as a Basis of Assessment for Competence in Family Medicine Residency

Dr Ng Chung Wai

Competency-based assessment is an integral aspect of our current Residency programme. While this allows the assessor to analyse the strength and deficiencies of Residents, based upon a framework that is contextual to domains of competency, and these competencies may not directly translate to work. Entrustable Professional Activities (EPAs) are defined as tasks or responsibilities at the workplace, which the Resident would need to independently perform once the Resident is deemed competent. EPAs provide a means to translate competencies into clinical practice. EPAs are observable and measurable, and are therefore suitable to help decide if a Resident can be entrusted with a particular task. We describe the various models of assessment and the development of EPAs in a Family Medicine Residency Programme.



Topic 3: 

Through the Eyes of the Beholder: A Qualitative Study on Needs and Perceptions of a Clinical Educator

Adj Assoc Prof Richard Quek

This is a pilot qualitative research study using focus groups, involving Core Faculty and Senior Residents of the department to evaluate:
1. Perception,
2. Challenges faced, and
3. Needs of a clinical educator

With aims to effect impactful changes to facilitate the development of higher medical education as a formal career track. Participants will comprise Core Faculty and Senior Residents. Each discussion will centre around three main stem questions.
1. What is your perception of an educator in the National Cancer Centre Singapore/ Division of Medical Oncology (NCCS/DMO)?
2. What are the hurdles to being a successful, well-respected educator in NCCS/DMO and Singapore?
3. What do you think are the measurable targets of an outstanding educator?

In conclusion, we hope that through this study:
• it will give us first insights into the departmental perception of a clinician educator.
• the findings are notable and would help direct departmental efforts to facilitate the development of higher medical education as a formal career track, in particular recognizing the efforts and clearly communicating the career track of a clinician educator.

Topic 4:

Integrating Electronic Learning into Radiology Elective Programme for Medical Students

Dr Ng Yuen Li

This is a pilot study integrating e-learning into the radiology elective programme for medical students to complement traditional face-to-face teaching. We also aim to facilitate students to take responsibility for their learning, and develop the skill of lifelong learning, in preparation for the dynamic and challenging healthcare environment.

Elective students come to us from local and international medical schools at different times of the year. The challenge is to organise a comprehensive and relevant programme for the students from different medical schools and different years of study, with variable prior knowledge of and exposure to radiology. 

Moodle, which is a free and versatile e-learning software platform, was utilised to host a wide range of learning resources. The main learning principles applied were activating prior knowledge, encouraging active learner involvement, nurturing intrinsic motivation and learner autonomy. Evaluation was through personal interviews and anonymous online questionnaires using the Likert scale. Initial feedback from the students showed that Moodle was user-friendly and well-accepted; and the electronic learning materials were relevant and motivated self-learning.


*Information is correct at time of update