Congratulations to Brahm Marjadi on his ANZAHPE Fellowship.

Brahm Marjadi has been a medical and health professional educator since 1996. With a medical and general practice background from Universitas Airlangga, Indonesia, and master’s and doctoral degrees in public health from UNSW, Australia, his teaching portfolio spans medicine, nursing, pharmacy and public health in Indonesia and Australia, from benchtop medical microbiology to the clinical world of healthcare associated infections, from research methods to medical anthropology, and from sexuality education in schools to grassroot community engaged learning. Brahm is also a mixed-methods researcher with expertise in community-engaged learning and diversity, intersectionality, equity and inclusion in medicine, health professional education, and public health.

Brahm decided to apply for ANZAHPE Fellowship after strong encouragement from Dr Jo Bishop FANZAHPE. Brahm likens his journey in medical/health professional education to the character Eklavya from the Mahabharata epic. Like Eklavya, Brahm does not have formal academic training in the form of a med ed PhD. Yet, he developed a strong passion for med ed, since his second year in medical school, and 35 years on he is still as passionate now as he was then. ‘Learning from the sideline’ in med ed as Eklavya did his archery skills, Brahm became the first Senior Fellow of Higher Education Academy at the Western Sydney School of Medicine, and the first to get promoted to Associate Professor at Western Sydney University based on his community engaged learning leadership. Brahm sees his ANZAHPE Fellowship as a humbling peer recognition that he has done “something decent in his works”. He hopes to inspire those without formal med ed degrees, and especially those who live with intersecting disadvantages like he does, to excel in health professional education not despite of the barriers but indeed because of them.

Congratulations to Kalpana Raghunathan on her ANZAHPE Associate Fellowship.

Dr Kalpana Raghunathan is a Research Fellow in the Health Professions Clinical Education Unit, Office of the Provost, at La Trobe University.

"My scholarly interests centre on preparing the future health workforce, spanning digital health competency, interprofessional education and simulation, inclusive clinical placements, and clinical teaching readiness. This work draws on an interdisciplinary background spanning sociology, human resource development, and international development, alongside my nursing and education qualifications.

I applied for Associate Fellowship because the Association has played a formative role in my interests and development within health professions education research. Particularly, this was through the mentorship I received from my PhD supervisors, as well as through the Fellowship Mentoring Scheme. I have also valued ANZAHPE as a unique forum where health professional educators from different disciplines can come together and collaborate. I wanted to formalise my ongoing commitment to contributing to ANZAHPE's community and its broader goals in health professional education."

Congratulations to Judy Sheahan on her Associate Fellowship with ANZAHPE.

Judy is a Lecturer in Post Graduate Paramedicine at Edith Cowan University and an Academic Integrity Officer within the School of Medical and Health Sciences. Before entering academia, she worked clinically as a paramedic across South Africa and has more than a decade of experience teaching paramedicine in South Africa, the United Kingdom, the Middle East and Australia. Judy is a Senior Fellow of Advance HE (SFHEA) and is committed to advancing excellence in health professions education.

My scholarly interests focus on professional identity development, clinician-to-academic transitions, authentic assessment, and the ethical integration of generative AI into health professions education.

I applied for Associate Fellowship because I value being part of a community that is passionate about teaching and learning. I particularly enjoy the opportunities the organisation provides to collaborate with colleagues, share ideas, and contribute to advancing health professions education through scholarly practice.

Integration of health humanities into midwifery programs at the University of Newcastle, Australia - a piece from our 2026 Health Humanities Award Recipients

By: Michelle Gray, Katharine Gillet, Nicole Hainsworth, Elysse Prussing, Nasrin Javid, Allison Cummins.

The midwifery team at the University of Newcastle delivers an undergraduate and postgraduate midwifery curriculum underpinned by a clearly articulated humanistic philosophy. The midwifery team has made meaningful contributions to contemporary knowledge in midwifery education and research, particularly in the field of health humanities. Several members have collectively contributed to the creation of new knowledge outputs and demonstrated specialist expertise in the scholarship of humanistic health education, midwifery philosophy, creative inquiry and innovative learning resources. Their scholarly work advances knowledge at the intersection of midwifery, education, and the health humanities, contributing both empirically and conceptually to the field.

The humanistic philosophy is systematically embedded within program courses. It draws on heutagogy, student‑centred adult learning pedagogy, and relational ways of knowing that explicitly position midwifery as both an art and a science. The heutagogical approach, combined with educational initiatives, has enhanced student engagement, their reflective capacity, and professional identity formation. Students consistently report that humanities‑informed learning supports deeper understanding of midwifery philosophy, relationship‑based care, and the emotional realities of practice.

Collectively, these approaches aim to cultivate transformational learning. Health humanities are integrated throughout clinical and theoretical course content. In theoretical courses, academics engage students with poetry, life writing, memoirs, women’s birth stories, and other narratives of lived experience as legitimate sources of knowledge. This intentional integration of arts and humanities humanises learning, deepens ethical awareness, and supports students to develop as reflective, compassionate, and critically conscious midwives. These approaches move beyond technical competence, supporting the development of emotional literacy, empathy, and critical reflexivity while fostering personal and professional growth.

Clinical midwifery experience education involves clinical supervision, reflective practice, and relationship‑based care consistently foregrounded as foundational professional practice. Clinical supervision facilitates reflective practice, and relationship‑based care is consistently foregrounded as a foundational professional principle. Reflection on women's experiences assists students to reflect on their relevance to midwifery practice; explore their own identities, values, sense of belonging, and strengths. Scaffolded health humanities initiatives of ‘Healthy Conversations' guide clinical supervision, which is incorporated into all courses that prepare students for clinical practice.

Humanities‑informed pedagogies directly support professional practice by strengthening students’ communication skills, emotional intelligence, and capacity for reflective supervision. This is done through role play/improv activities such as enacting delivering bad news and caring for families after perinatal loss supporting students learn to engage meaningfully with women’s stories, navigate complex emotional encounters, and advocate for humane care within systems often dominated by biomedical imperatives. This approach contributes to safer practice, professional resilience, and reduced moral distress. Humanistic pedagogies have strengthened students’ ability to sit with uncertainty, complexity, and ethical tension.

Congratulations to Zahra Aziz on her ANZAHPE Associate Fellowship!

Dr Zahra Aziz is a Senior Lecturer and Head of Online Education in the School of Public Health and Preventive Medicine at Monash University, Australia. Her work focuses on designing scalable, low-cost and equitable models for global interprofessional education that connect students and educators across countries and health professions. She has led award-winning international initiatives that strengthen intercultural capability, collaborative practice and professional networks beyond local settings, preparing students to contribute to a culturally responsive, collaborative and globally connected future health workforce.

"I applied for Associate Fellowship of ANZAHPE because I value the organisation's commitment to advancing excellence in health professions education and fostering a strong community of education scholars. My work sits across interprofessional and intercultural learning, and this Fellowship felt like a meaningful way to connect with others working to improve how we prepare future health professionals."

Limbs & Things is a global developer & manufacturer of medical simulation equipment used by healthcare educators, universities, hospitals and simulation centres worldwide.

Founded in 1990, our mission is to improve patient outcomes by providing realistic, repeatable training tools that allow healthcare professionals to practise procedures safely before performing them on real patients.

For more than 150 years, the Division of Health Sciences I Te Tautarinui at the University of Otago I Ōtākou Whakaihu Waka has dared to lead in health education and research.

We provide world-leading undergraduate and postgraduate educational offerings, and play a crucial role in building a highly qualified health workforce that serves both local and international communities.

Our education programmes emphasise equitable health outcomes and a commitment to Te Tiriti o Waitangi. Our graduates provide high-quality, patient-centred, evidence-based care here in Aotearoa and around the world.

The Division of Health Sciences has a strong national presence with multiple clinical and teaching facilities across New Zealand, and major campuses in Ōtepoti Dunedin, Ōtautahi Christchurch and Pōneke Wellington.

A wide range of undergraduate and postgraduate disciplines are offered including:

• Medical Laboratory Science
• Pharmacy
• Physiotherapy
• Radiation Therapy
• Nursing
• Health Sciences
• Biomedical Sciences
• Dentistry
• Medicine

The Division has a thriving research community, with active participation from all academic departments. Many of our staff are world leaders in their areas of clinical or laboratory research.

There are many areas of strength in the Division that attract both national and international partnerships and have a significant and tangible impact on social wellbeing, sustainability and technology.

These key areas include:

• Mātauranga Maōri
• Pacific health
• Lifespan studies
• Health systems and workforce development
• Sustainability
• Clinical and population health
• Major health issues
• Infectious diseases
• Mental health
• Biomedical discovery and technology
• New research frontiers

The Division is committed to advancing health outcomes, strengthening health systems, and translating research into policy, practice, and innovation.

For more information about the University of Otago's Division of Health Sciences, please visit our conference exhibition stand or view otago.ac.nz/healthsciences

AMH is Proud to Partner with ANZAHPE in 2026

AMH is proud to continue its partnership with ANZAHPE in 2026, supporting healthcare educators with trusted, evidence-based medicines information that helps prepare the next generation of health professionals.

As a trusted source of up-to-date medicines knowledge, AMH provides independent, unbiased information that supports teaching, learning and clinical practice. Designed to make complex medicines information easier to understand, AMH’s consistent structure supports curriculum delivery, assessment design and clinical learning across every stage of education.

From university classrooms to clinical placements and professional practice, AMH supports future healthcare professionals develop the knowledge and confidence needed to make safer, more informed decisions about medicines.

We invite ANZAHPE members to connect with the AMH team throughout the conference and join our breakfast session:

The AI Era and Why Trusted Medicines Information Is Critical - Wednesday 1 July | 7:30 am – 8:30 am

Presented by Simon La Forgia, Research and Development Lead

As artificial intelligence becomes increasingly embedded in healthcare and education, access to trusted medicines information has never been more important. In medicines information, where considerations such as dosing, interactions and contraindications can directly affect patient safety, accuracy and reliability must take precedence over speed.

This session will explore the importance of clinically reviewed, quality-assured medicines knowledge in the AI era and discuss why trusted sources remain essential for safe decision-making. It will also highlight how AMH continues to deliver reliable medicines information that educators, students and healthcare professionals can use with confidence.

We look forward to meeting ANZAHPE members and continuing the conversation about the future of medicines education.

MyKnowledgeMap was founded with a clear purpose: to make the complexities of medicine and healthcare education manageable. We focus on ensuring institutions can demonstrate that their graduates are competent, career-ready and aligned to national standards. For over 15 years, we have partnered with health professions educators globally to build the digital infrastructure that connects learning, assessment and outcomes in a single, coherent platform.

Our flagship product, MyProgress, is a flexible ePortfolio and programmatic assessment platform designed specifically for the demands of clinical and health professions education. It brings together workplace-based assessment, reflective practice, curriculum mapping, progress review and continuing professional development into one environment accessible on any device, configurable to any framework, and built to serve students, supervisors and institutions simultaneously.

For students and trainees, MyProgress is the tool that makes their development visible. It enables them to capture evidence across every placement, gather authentic feedback from supervisors in real time, and build a longitudinal record of competence that supports progression through training and registration with AMC/AHPRA.

For program directors and clinical supervisors, it removes the administrative burden that so often crowds out the work that actually matters: teaching, mentoring and developing the next generation of health professionals. Cohort dashboards, automated milestone alerts and structured feedback tools give supervisors meaningful oversight without adding to their workload.

For institutions, MyProgress provides the curriculum mapping and outcomes data that makes accreditation evidence straightforward to produce, and curriculum defensibility possible, even in an era of rapid technological change. Aligned to AMC standards, HPCAA requirements and the frameworks of Australia and New Zealand's specialist medical colleges, it is built for the regulatory landscape that our partners operate within.

MyKnowledgeMap is proud to be attending ANZAHPE 2026 in Ōtautahi Christchurch. The conference theme, Weaving Connection, captures something we believe deeply: that the future of health professions education is not built by any single institution, educator or tool in isolation. It is woven from the relationships, shared data and common purpose that connect us across roles, disciplines and geographies.

We look forward to meeting delegates in the Exhibitor Zone at stand 13-14 and to conversations about how MyProgress can support your programs. Visit us at myknowledgemap.com to learn more, or stop by the stand for a demonstration!

Meet one of our newest members, Robert Wells.

Robert Wells is a Lecturer in the Curtin School of Allied Health, and Course Coordinator of the Master of Speech Pathology. His work centres on interprofessional education, and he is particularly interested in how we prepare students to work collaboratively in real-world healthcare teams.

"A big part of my role is designing and leading large-scale interprofessional learning experiences that bring together students from different disciplines. I enjoy working with diverse teaching teams and creating learning environments where students can contribute, challenge ideas, and learn from each other in meaningful ways.

More broadly, I’m passionate about building inclusive, student-centred curriculum that reflects the complexity of healthcare practice. This includes leading unit curriculum renewal and working with colleagues across disciplines to strengthen how we teach teamwork, communication, and culturally responsive care.

Alongside teaching, I’m an active researcher in Developmental Language Disorder (DLD) and allied health service accessibility. I’m particularly interested in research that has a clear connection to community impact, through advocacy, partnerships, or sharing findings in accessible ways.

I’m also the Communications Lead for the AIPPEN Operational Committee, where I contribute to connecting people and ideas across the interprofessional education community.

I joined this community because I value working alongside others who are committed to improving how we prepare health professionals for collaborative, inclusive practice across disciplines."