The Health Professions Education field is dynamic and productive generating high-quality evidence capable of guiding educational design and development. However, the translation of best evidence into meaningful and evidence-based practices is still a challenge. After 20 years of competency-based education (CBE) as the mainstay there is still uncertainty about the characteristics of lifelong learners and how to foster its practice in medical professionals. This is particularly relevant considering the fast change introduced by the digitalization of medical knowledge and the challenges imposed by remote medicine and global pandemics. The rapidly expanding world of machine learning and artificial intelligence has created ethical and professional conflicts with current medical practice, namely relating to data privacy. On the other hand, these same advances have opened new opportunities to medical education, by democratizing access to medical knowledge and allowing for personalized means of computer-based assessment (CBA).

Our research has two main lines:
– Factors affecting lifelong learning – EM/ICVS has implemented a longitudinal study (ELEMUM) of its students’ characteristics to explore factors affecting academic performance. These factors involve student engagement with curricular and extracurricular activities, aspects of personality such as empathy or how stress impacts on assessment performance. Conversely, EM/ICVS has a well-established continuous professional development program from pre- to post-graduate training including in specialty training in partnership with AlumniMedicina and B’ACIS.
– Best practices in assessment – Assessment is core in medical education both as facilitator of learning (formative) as well as a certification (summative). EM/ICVS is an early adopter of best practices in assessment such as CBE oriented tools (OSCE) and CBA. The need for better tools has led to the development of innovative tools (QuizOne®) that have generated spin-offs (iCognitus) that are currently used in several European and Brazilian medical schools. iCognitus has been an industrial partner in the Applied Health Sciences PhD program that has received 7 PhD students.

Recently, the University of Minho and the NBME® created a Master in Assessment in Health Professions Education (MAPS) to build an international community of practice committed to the translation of the latest evidence in the medical education into innovative assessment systems. It is expected that students engaging in MAPS will pursue research projects related to the current research lines and that a portion will progress to PhD programs in the area.

The strategic plan is aligned with the mission of EM/ICVS namely to improve healthcare of the population by means of training, research and innovation, creation of value and social accountability. We believe that our team is at a privileged position due to the pivotal position in the training of healthcare professionals and a strong relationship with all partners in the EM cluster (ICVS, 2CA, B’ACIS, P5).