Guidelines for Health Professionals in Medicines Development: Chapter 5 Overview

The draft chapter outlines key principles and recommendations for education and training of health professionals in medicines development. It discusses good practice in education, emphasizes active learning, feedback, and diverse talents. The chapter includes recommendations on teaching humanism, effective questioning, interprofessional teams, adult learning theories, and more.

• Health Professionals
• Medicines Development
• Education Standards
• Training Guidelines
• Good Practice

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1. Recommended Standards of Education and Training for Health Professionals Participating in Medicines Development. Good Education Practice Principles Draft Chapter Five: Honorio Silva, MD On behalf of the Writing Team Fourth Meeting of the CIOMS Working Group Via Zoom, January 30th, 2023

2. Chapter 5 Writing Team Catherine Bates Barbara Bierer Pravin Chopra Tim Higenbottam Ingrid Klingmann Nilima Kshirsagar Simon Maxwell Lembit Rago Honorio Silva Peter Stonier

3. Chronology of Informal Process followed by the Writing WG January 21, 2023 Draft chapter outline distributed among the group members: January 23: Feedback from SM with additional suggestions. January 27 Second version with more contents distributed. Zoom session is planned for February

4. Draft Outline Chapter Five Section Content 1- Background General Description 2- The Seven Principles of Good practice in Education Encourage contact between Students and Faculty Develop Reciprocity and Cooperation among Students Encourage Active Learning Give Prompt Feedback Emphasize time on task Communicate high expectations Respect diverse talents and ways of learning

5. Draft Outline Chapter Five/Cont Section Content 3- Recommendations for implementation (abstract for further editing) Focus on tips 1. Teaching and learning humanism in 7- Effective questioning in Medical Education Medical Education 8- Learning in interprofessional teams 2. Experiential Learning 9- Developing and delivering massive online courses 3. Adult learning theories: implications for 10- Applying the science of learning to health learning and teaching professions education 4. Teaching with concept maps 11- Effective online discussions in CME 5. Flipping the classroom 12- How to present an effective webinar 6. Facilitating successful teleconferences And more, as deemed appropriate by the WG

6. Further issues to consider in the proposed narrative Is what has been written so far appropriate Is what has been written so far appropriate? Does it address the needs of the sections of Chapter 5? o Are the section texts written aligned completely with the other chapters? o Is the material of relatively correct length or too long/ short for what is expected? o o o o Style of writing (for CIOMS reports): clarity of writing for non-scientific/lay audiences relative length / granularity of the sectional topics and need to expand or shorten some/all of them.

7. Thanks for your attention 7 Honorio.silva@ifappacademy.org