About ICEMEN

The overall goal of ICEMEN 2016 (International conference on Community Engaged Medical Education in the North) and its partner events – the Indigenous Research Gathering and the Northern Health Research Conference – is to convene health professionals, educators, students and researchers from all parts of the world to share experiences and insights about social accountability and community participation in health professional education, a broad range of community-oriented research, and service partnerships. Through various forums, participants will engage in thought-provoking discussions and collaborative learning related to innovative strategies for social accountability and community participation in education, research and service.

With a theme of The Story of Community Engaged Health Professional Education and Research: The Community in the Driver’s Seat, ICEMEN 2016 will raise awareness of the diverse global interests of speakers and participants, including members of communities whose support and engagement make distributed education models possible. The conferences will promote international dialogue and exchange and strengthen awareness of Community Engaged Medical Education, Research and Service in local, national and international contexts.

The ICEMEN conference will be held at the same time and in the same place as two other events: the Indigenous Research Gathering and the Northern Health Research Conference.

The overall goal of the Indigenous Research Gathering is to provide an opportunity for researchers (including researchers who themselves are Indigenous) to come together to acknowledge past experiences, conduct ceremonies for healing, generate future opportunities for positive and respectful relationships between Indigenous communities and researchers and plan a new and positive path forward. The Gathering, which will be held in Sault Ste. Marie, Ontario, is on the traditional Ojibway territory of the Batchewana First Nation, neighboring the community of Garden River First Nation.

The Northern Health Research Conference will explore research activities arising from community-based and community-oriented activities within Northern Ontario and potentially, international northern, rural, or remote contexts. It will highlight research conducted by undergraduate and post-graduate medical and other health professional students, post-graduate students in non-medical programs, and community-based researchers. A wide range of research from biomedicine to health services to education and environmental medicine conducted in and for northern, rural, and remote communities will be presented. Learners at all levels and early career researchers are particularly encouraged to submit abstracts in this stream – it is a wonderful opportunity for international exposure, discussion and networking.

By the end of the conference, participants will develop insights, strategies and networks through which to enhance their understanding of and approaches to:

  • Social accountability and community engagement in health education, research and service;
  • Distributed, community-engaged medical and health education, research and service;
  • Northern health and health practices across the globe; and,
  • Community/academic partnerships for community health and resilience in northern, rural, and remote regions.

Who Should Attend

  • Medical educators; clinical teachers; researchers in northern, rural, remote health; program managers; directors of education; and instructional designers interested in innovations in community-engaged health professional education.
  • Beginners to experts.
  • Students, residents and interested community members.

Themes and Abstract Streams
The themes and abstract streams of ICEMEN 2016 are:

  • Community Engagement
  • Northern (and Rural) Health Research
  • Social Accountability
  • Community-Based Research
  • Medical and Health Professional Education
  • Cultural Perspectives in Indigenous and Global Health
 

Theme Objectives

Community Engagement

  1. To explore community engagement approaches in planning, administering and evaluating education and educational programs.
  2. To investigate innovative models of education pertinent to community-engaged health professional education, community wellness and resilience, community-based research.
  3. To articulate how community-engaged medical/health professional education can support individual, family and community resilience and contribute to building healthy communities

Topic Ideas (not an exhaustive list):

  • Innovations in community-engaged health professional education.
  • Innovative community-engaged preceptor development.
  • Community engagement and resilience for healthy communities.
  • Measurement outcomes and/or evaluation of community engagement approaches in building and/or sustaining community participation.
  • Research perspectives in community engagement, resilience, health services.
  • Student perspectives of community engagement.
  • Perspectives on Community-engaged service learning.

Northern (or Rural) Health Research

  1. To explore a diverse range of research which is relevant to the health people in northern, rural or remote communities.
  2. To investigate innovative models of community-driven research.
  3. To articulate how Northern Health Research is improving health of the people of Northern Ontario and other rural and remote geographies.

Topic Ideas (not an exhaustive list):

  • Health and the environment.
  • Diseases with increase prevalence in northern, rural, and remote regions (e.g., cancer, diabetes, mental health and addiction).
  • Clinical research.
  • Environmental medicine.
  • Telemedicine.

Social Accountability

  1. To identify measurement tools and processes that demonstrate to what extent and how health professional schools are advancing the social accountability mandates.
  2. To identify innovative approaches to ensuring meaningful and sustained community participation in health education, research, and service planning, including key success factors.

Topic Ideas (not an exhaustive list):

  • Perspectives on how health professional education, research and service support health equity for under-served and marginalized populations.
  • Explore possible tensions between “best practice” and “relevant” practice in community-based health services.
  • Exploring the distinctions between the social determinants of health and the social determinants of inequity.
  • Putting the community in the driver’s seat of health professional education.
  • Tools and techniques for measuring social accountability in education.
  • Innovative strategies for achieving health equity.
  • Collaborative leadership to globally transform health professional education.
  • Student journeys in social accountability.
  • Students as agents of social change.
  • Tackling gender inequities in health through medical education.

Community-Based Research

  1. To situate community based research in perspectives informed by social accountability.
  2. To explore the development, challenges, benefits and impact of community-based research and quality improvement networks in local, national, international contexts.
  3. To enhance understanding of the range of research approaches needed to improve health.
  4. To learn of innovative research being conducted in and for northern, rural, remote contexts.

Topic Ideas (not an exhaustive list):

  • Community-based research and quality improvement networks.
  • Biomedical research in the context of social accountability and community engagement.
  • Environmental research in northern/rural/remote regions – the influence of and on individual and population health.
  • Population health.
  • Research ethics in First Nations/Aboriginal and vulnerable populations.
  • Making connections – how research of all kinds – biomedical, health services, health professional education, policy, population health, environmental – influence individual, family, community and nation health.
  • International perspectives on health research – opportunities for collaboration.

Medical and Health Professional Education

  1. To explore distributed medical and health professional education.
  2. To identify innovative models of community-engaged medical and interprofessional longitudinal clinical learning.
  3. To articulate the benefits and challenges of clinically-based interprofessional education.

Topic Ideas (not an exhaustive list):

  • Advances in distributed medical/health professional education.
  • Community-based Longitudinal Clerkships.
  • Learning across the continuum of medical education.
  • Competence by Design” in distributed medical education – faculty development needs.
  • Innovative student/faculty assessment.
  • Interprofessional learning and practice.
  • Faculty/preceptor development.
  • Best practices in clinical education.
  • Student centered learning.
  • Students, residents and patients as teachers.
  • Education that is fit-for-purpose.
  • Working with and supporting student-identified learning objectives.
  • Patients as teachers, patients as text.

Cultural Perspectives in Aboriginal and Global Health

  1. To enhance participates knowledge of cultural perspectives in medical/health services.
  2. To identify approaches to the design and implementation of culturally appropriate and relevant health professional curriculum.
  3. To articulate culturally safe and appropriate approaches to research in Aboriginal and First Nations populations.

Topic Ideas (not an exhaustive list):

  • Exploring distinctions between terms such as cultural competence, cultural safety, cultural awareness, and cultural sensitivity.
  • Aboriginal determinants of health – how do they relate to the social determinants?
  • Health literacy – a key to improved health outcomes.
  • Two-eyed seeing – how western medical paradigm and indigenous worldviews can be integrated for better outcomes.
  • Individual, family, and community resilience – whole approaches to wellness and health services.
  • Education for culturally safe practice.
 

Presentation Formats

Podium presentations: A series of themed presentation in single session; each presentation is 10 minutes long with 5 minutes for questions immediately following each.

Posters: Posters will be clustered thematically and have an assigned session during the conference; poster authors in a clustered set will have 3 minutes to highlight the information on their poster; following all presentations, participants will have an opportunity to ask questions.

PeARLS: Participants offering a “Personally Arranged Learning Session” will have 10 minutes to present a “sticky” issue or problem – something that they have been struggling with in their curriculum or research program. Clarifying questions from participants may be asked, following which the presenter listens to the conversation that emerges from the participants. In the final two minutes, the author summarizes insights offered through the participant discussion, and articulates the steps s/he will now take.

Workshops: Workshops are 45 minutes in length. The expectation is that at least presentation of information will be relatively brief and that emphasis will be placed on interactive discussion and peer-learning.