KIPRIME Podcast

Alina Jenkins

The Karolinska Institutet Prize for Research in Medical Education is a major international award and was created to recognise and stimulate high-quality research in the field and to honour scientists who have made a significant contribution to medical and healthcare education. In this podcast series we’ll explore the origins of the KIPRIME and discover the passion and commitment of the people who made it happen; we’ll also hear from previous winners and discover how their research has helped to blaze a trail in this emerging field. Inspiring and supporting the next generation of researchers is at the heart of the prize and a major initiative in 2019 was to establish a fellowship programme. This exciting project has brought together some of the brightest minds who are at the cutting edge of research in medical education. From examining the neuroscientific correlates of clinical reasoning to exploring the dominance of the global north, we’ll hear from 13 inspiring scientists, doctors, psychologists and researchers.Your host for the series is Alina Jenkins; a BBC presenter and journalist since 2001 with an extensive background in communicating science. She also works in the pharmaceutical, finance and engineering sectors as a communications coach.

From endocrinology to pioneering the OSCE – an interview with world leader in medical education, Professor Ronald Harden.
Apr 7 2021
From endocrinology to pioneering the OSCE – an interview with world leader in medical education, Professor Ronald Harden.
Professor Ronald Harden is a world leader in medical education. He is committed to developing new approaches to curriculum planning, assessment and to teaching and learning.  Ideas which he has pioneered include the Objective Structured Clinical Examination (OSCE) which has been universally adopted as a standard approach to assessment of clinical competence, the spiral curriculum and the SPICES model for curriculum planning and models for outcome-based education. He has published more than 400 papers in leading journals and is co-editor of the best-selling book – “A Practical Guide for Medical Teachers.” Winner of the Karolinska Prize in 2006, his contributions to excellence in medical education have attracted other numerous awards including an honorary fellowship of the Royal College of Physicians, Surgeons of Canada, the prestigious Hubbard Award by the National Board of Medical Examiners in the USA and recognition by the Kellogg Foundation for his contributions to medical education in South America. He was awarded by the Queen the OBE for his services to medical education.  He was presented in Singapore in February 2006 with the ‘Mentoring, Innovation and Leadership in Education Scholarship' (MILES) award for ‘outstanding contributions to the advancement of global medical education and academic medicine’.In 2009 he was awarded the ASME Richard Farrow Gold Medal, in recognition of the contributions he has made to medical education. In 2010 he was the recipient of the AMEE 2010 Lifetime Achievement Award in recognition of his contributions to medical education and the work of the Association.  In 2012 he was awarded an Honorary Doctorate in Medical Education by the International Medical University in Malaysia and an Honorary Doctorate in Medicine of the University of Tampere, Finland.In November 2013 Professor Harden was awarded the Cura Personalis honour, the University of Georgetown’s highest award.Professor Harden is Professor of Medical Education (Emeritus) University of Dundee and Professor of Medical Education, Al-Imam Muhammad Ibn Saud Islamic University, Editor of Medical Teacher and General Secretary and Treasurer of the Association for Medical Education in Europe (AMEE). He was formerly Teaching Dean and Director of the Centre for Medical Education at the University of Dundee.
Surgeon, leading medical educator and a pioneer of the OSCE - an interview with Dr Richard Reznick
Mar 31 2021
Surgeon, leading medical educator and a pioneer of the OSCE - an interview with Dr Richard Reznick
Dr Richard Reznick is Professor of Surgery and Dean Emeritus at Queen’s University in Kingston, Ontario.  He received his undergraduate university education and medical degree from McGill University, followed by a general surgical residency at the University of Toronto. He spent two years in fellowship training, first obtaining a Masters’ degree in medical education from Southern Illinois University, followed by a fellowship in colorectal surgery at the University of Texas in Houston, Texas.   Since his first faculty appointment at the University of Toronto in 1987, Dr. Reznick has been active in both colorectal surgery and research in medical education. He was instrumental in developing a performance-based examination, which is now used for medical licensure in Canada. He ran a research program on assessment of technical competence for surgeons and supervised a fellowship program in surgical education.  Winner of the Karolinska prize in 2010, Dr. Reznick has received numerous other awards for his work in education, including the Royal College of Physicians and Surgeons of Canada Medal in Surgery and the James H. Graham Award of Merit, the Association for Surgical Education Distinguished Educator Award, the National Board of Medical Examiners John P. Hubbard Award, the Daniel C. Tosteson Award for Leadership in Medical Education and the 2006 Inaugural University of Toronto President’s Teaching Award. In 2015, he was the recipient of McGill University’s Medicine Alumni Global Award for Lifetime Achievement.  Dr. Reznick is an honourary fellow of the Royal College of Surgeons of Edinburgh, the Royal College of Surgeons of Ireland, the Royal College of Surgeons (England) and has recently been appointed as President of the Royal College of Physicians and Surgeons of Canada.   He’s the author of over 130 peer-reviewed publications and has delivered nearly 300 lectures to hospitals, universities and scientific organizations around the world.
From nuclear physics to reforming medical curricula - an interview with the 2008 prize winner Geoff Norman
Mar 17 2021
From nuclear physics to reforming medical curricula - an interview with the 2008 prize winner Geoff Norman
Dr Geoff Norman is Professor of Clinical Epidemiology and Biostatistics at McMaster University, Ontario. He received a B.Sc. in physics from the University of Manitoba in 1965 and a Ph.D in nuclear physics from McMaster University in 1971.He then changed tack, and after an M.A in educational psychology he moved into the world of medical education research.His primary research has been in the area of expert diagnostic reasoning which has revealed that experts use two kinds of knowledge to do diagnosis - the formal analytical knowledge of signs and symptoms and physiologic mechanisms, and experiential knowledge based on the hundreds of thousands of patients they have encountered.His research has had a significant impact on our understanding of the development of expertise in clinical medicine. Furthermore, his research has yielded important contributions to our knowledge of the complexity of pattern recognition, clinical reasoning and clinical problem solving. His scientific originality and insights extend into numerous related areas of medicine and cognition, in particular areas such as assessment of learning outcomes and clinical performance, visual perception, and curriculum design. Dr Norman’s studies have provided a deep insight into research-based reforms in medical curricula worldwide.He is the author of 10 books in education, measurement and statistic and has written over 300 journal articles. As well as winning the Karolinska Prize in 2008, he has also been the recipient of numerous other awards including the Hubbard Award from the National Board of Medical Examiners in 1989, the Award of Excellence of the Canadian Association for Medical Education and the Award for Outstanding Achievement of the Medical Council of Canada.
How feedback literacy is enacted in the health workplace – an interview with Dr Liz Molloy
Jan 13 2021
How feedback literacy is enacted in the health workplace – an interview with Dr Liz Molloy
Dr Liz Molloy is Professor in Work Integrated Learning in the Department of Medical Education at Melbourne Medical School and Academic Director of Interprofessional Education and Practice in the Faculty of Medicine, Dentistry and Health Sciences. Liz’s area of research looks at workplace learning and interprofessional education with a particular focus on feedback and the way feedback literacy is enacted in the health workplace. Despite teachers’ commitment to feedback as an important mechanism for learning, feedback in education rarely produces the effects one would hope for. Practice is dictated by prescriptive models that aim to make the messages from the educator more palatable for the learner, namely by reducing the emotional static that may be present. This ‘feedback as telling’ limits the learner’s agency and limits their offering of, and calibration of, perspectives on their own work. Together with colleagues, she has investigated student feedback literacy using qualitative approaches. A pivotal study has been the development of an empirically derived framework representing the knowledge, skills and attributes that constitute a feedback literate student. Students’ capacity to recognise and work with emotions (a mobilising mechanism rather than static) is acknowledged as an integral part of this ‘feedback know how’. The way feedback literacy is enacted in the health workplace is a key focus of her research. Despite students’ reports of knowing what they should do to enact this learner-centred process, students’ agency is restricted by competing patient care demands, and power asymmetries within the workplace. Understanding and cultivating student feedback literacy in healthcare is important because ultimately all learners move into workplaces where they are expected to have an evaluative radar. This enables learners to know what good work looks like, and to monitor their own performance against these perceived standards.