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."

Meet one of our newest members, Dr Isabelle Jalbert.

Isabelle has recently been appointed as Associate Dean Education (Quality) for the Faculty of Medicine and Health at the University of New South Wales (UNSW). Professor Jalbert initially trained as an optometrist in Canada and completed her PhD in Australia. She has since worked across diverse settings including clinical research, government, and academia.  At UNSW Professor Jalbert heads a program of research and education focused on improving the delivery of evidence-based eyecare. Dr Jalbert has a particular interest in credentialing, assessment design, and educational leadership.

"I joined ANZAHPE to connect more broadly with like-minded educators across the health education sector. I am particularly looking for opportunities to collaborate on scholarly research focused on the assessment of interprofessional education and professionalism."

Co-designing and co-facilitating health professional education with people who have lived experience of health conditions creates authentic and meaningful opportunities for student learning. In 2024, the Interprofessional Parkinson’s Workshop for medicine, nursing, physiotherapy, occupational therapy, and speech pathology students was implemented at the University of Tasmania and is running in its third iteration this year. Co-design is the central tenant of the workshop, with the session being co-designed and co-facilitated by both people with lived experience of Parkinson’s disease or lived experience of caring for someone with Parkinson’s disease (PwLE), and by local clinicians.

The Interprofessional Parkinson’s Workshop addresses research by Anderson et al. (2025) which reports that service users and PwLE have not been sufficiently involved in designing or delivering entry to practice interprofessional education initiatives. To ensure that the design of the workshop was deeply informed by contemporary evidence, best-practice frameworks were applied during the design process including the Think Local Act Personal ladder of co-design (Think Local Act Personal, 2026) and the Patient Engagement in Research Plan (Hamilton et al., 2018). Pedagogical best practice was also at the forefront of the design. The workshop intended to increase students’ knowledge and understanding of Parkinson’s and extend students’ interprofessional collaborative practice capabilities. The session learning outcomes are aligned with an Interprofessional Capability Framework (Brewer et al., 2013), with a focus on role clarification, reflective practice, person-centred care, interprofessional communication, and collaborative practice.

Our approach to engaging with both PwLE stakeholders and local clinicians during the co-design and workshop delivery strived to dismantle any potential preconceived notions of the health professional being the ‘expert’. Rather, a collaborative approach, where the person receiving healthcare is placed at the centre of the care team, in line with the recommendations for best practice Parkinson’s care by Bloem et al. (2021), was adopted during the workshop. This evidence-based approach was used to highlight the vital importance of the lived experience, was used to model a collaborative approach to healthcare interactions, and was used to model patient-centred care to the students in the room. Following the workshop, a medical student spoke to one of the facilitators and said that ‘now I know why allied health needs to be involved in discharge planning’.

Initial results from the pilot evaluation (Martin et al., manuscript under review), show that of those who attended and were eligible, 92.7% (77/83) were recruited to the research survey. Following the workshop, students reported that they gained an awareness of the skills various professions specialised in, in addition to common skills and roles required of all health professionals. One such role was advocating within the healthcare system to improve care for PwLE. The opportunity that the Interprofessional Parkinson’s Workshop provides, for learners to develop their interprofessional identity (i.e., their shared roles) in group-based learning environments, aligns with socialisation theory (Tajfel et al., 1986). The socialisation theory relates to the interprofessional socialisation framework, which aims to support educators in the development of health professional students’ dual identities, these being their interprofessional identity and their professional identity (Khalili et al., 2013).

The novel element of this workshop, captured by the research evaluation, is the opportunity for meaningful engagement of PwLE in health professional education and the opportunity for students to socialise with PwLE in an interprofessional setting. Please contact Dr Romany Martin (romany.martin@utas.edu.au; School of Health Sciences, University of Tasmania) for any further information about the project, or if interested in collaboration.

References:

Anderson, E. S., Bennett-Weston, A., and Ford, J. S. (2025). Where is the voice of lived experience in interprofessional education? A scoping review. Journal of Interprofessional Care, 1-13. https://doi.org/10.1080/13561820.2025.2452977

Bloem, B. R., Okun, M. S., and Klein, C. (2021). Parkinson's disease. The Lancet, 397(10291), 2284–2303. https://doi.org/10.1016/S0140-6736(21)00218-X

Brewer, M. L., and Jones, S. (2013). An interprofessional practice capability framework focusing on safe, high-quality, client-centred health service. Journal of Allied Health, 42(2), 45E-49E.

Hamilton, C., Hoens, A., Backman, C., English, K., McKinnon, A., McQuitty, S., and Li, L. (2018). Workbook to guide the development of a Patient Engagement In Research (PEIR) Plan. Arthritis Research Canada. The University of British Columbia. Accessed on 19 August 2025. Accessed from https://www.arthritisresearch.ca/wp-content/uploads/2018/06/PEIR-Plan-Guide.pdf

Khalili, H., Orchard, C., Laschinger, H. K., and Farah, R. (2013). An interprofessional socialization framework for developing an interprofessional identity among health professions students. Journal of Interprofessional Care, 27(6), 448–453. https://doi.org/10.3109/13561820.2013.804042

Martin, R., Berndt, A., Teare, C., Bird, M-L., Lawton, J., Ogden, K., Radford, J., Moyle, B., and Cartwright, J. (2026). Co-designing an interprofessional Parkinson’s workshop: A pilot evaluation of a standalone teaching and learning intervention for medicine, nursing, physiotherapy, and speech pathology students. Focus on Health Professional Education. Manuscript under review.

Tajfel, H., and Turner, J.C. (1986). The social identity theory of inter-group behavior. In S. Worchel and L.W. Austin (Eds.), Psychology of intergroup relations (pp. 276-293). Chicago: Nelson-Hall. Accessed on 19 August 2025. Accessed from: https://www.christosaioannou.com/Tajfel%20and%20Turner%201986.pdf

Think Local Act Personal. (2026). Co-production: It's a long-term relationship. Accessed on 12 June 2026. Accessed from: https://thinklocalactpersonal.org.uk/resources/ladder-of-co-production/

Wolters Kluwer is proud to support ANZAHPE 2026 with a suite of complementary, trusted education solutions that connect learning from classroom to clinical practice.

Through Lippincott® digital resources, anatomy solutions, assessment tools, and leading medical and nursing texts, we help educators and students across the health science spectrum build confidence across every stage of their education journey.

Visit the Wolters Kluwer booth to explore the latest resources designed to support innovative, connected integrated learning experiences.

Meet one of our newest members, Madeline Townsend.

Madeline Townsend is a registered dental practitioner who teaches general dental practice at the Melbourne Dental School, University of Melbourne, Australia. She is currently completing the Graduate Certificate in Clinical Education. She is a second-year coordinator for the Doctor of Dental Surgery program and teaches across conservative dentistry (restorative/fillings) simulation, general dental clinical practice and clinical photography.

Her work has included introducing a structured near-peer learning opportunity for first-year students in the Doctor of Dental Surgery program, where they are able to have an early introduction into clinic and work alongside their second-year peers. This has been successfully introduced in 2025 and she hopes to expand it across other year levels in the program. She has also developed 3D and 2D educational resources to aid in teaching restorative dentistry. These are being used in the conservative dentistry teaching in the simulation classes, and she hopes to expand the library of resources. She has developed a comprehensive clinical notes guide to support their creation of clinical notes in their clinical placements. This is being used across all 3 clinical years of the Doctor of Dental Surgery program. 

She heard about ANZAHPE through colleagues at the University of Melbourne. She chose to become a member to connect with other health profession educators across Australia and New Zealand. She is motivated to improve the educational experience of her students and increase the quality of education they receive as the next generation of health professionals. 

Congratulations to Laura Gray on her ANZAHPE Fellowship!

Laura Gray is Director of the Damion Drapac Centre for Equity in Health Professions Education at Deakin University, where she works to create more inclusive, equitable, and socially accountable health professions education. Her research and leadership focus on improving educational experiences and outcomes for students from diverse backgrounds, with a particular interest in ensuring that all learners can participate, thrive, and contribute meaningfully to the health workforce.

Laura brings together research, educational leadership, and sector collaboration to address complex challenges in health professions education. She works closely with educators, researchers, students, and community partners to translate evidence into practical change, supporting more inclusive learning environments, assessment practices, and institutional policies.

Her work is grounded in a belief that educational systems should recognise and value learner diversity, foster agency and belonging, and create cultures of respect, compassion, and inclusion. 

Laura's research explores how health professions education can become more equitable, inclusive, and responsive to the needs of diverse learners. Her interests include equity and participation in health professions education, inclusive educational policy and practice, learner wellbeing and belonging, and assessment approaches that support learner agency and success.

A major current focus of her work is disability inclusion and neurodiversity in health professions education. She is particularly interested in understanding the experiences of neurodivergent students, the barriers they encounter within educational and clinical training environments, and the institutional changes needed to create genuinely neuro-affirming cultures and practices.

More broadly, her research examines how educational systems, policies, and professional cultures shape access, participation, and success, with the goal of informing practical reforms that improve outcomes for learners, educators, and institutions.

Meet one of our newest members, Mark Wearn.

My name is Mark Wearn, and I am a Lecturer in Medical Laboratory Science at the University of Southern Queensland (UniSQ), where I also serve as Practical Education Coordinator for the Medical Laboratory Science program. Before transitioning into academia, I spent more than 17 years working as a Medical Laboratory Scientist in the pathology industry. This experience continues to influence my teaching, with a strong focus on preparing students for professional practice and supporting their transition into the healthcare workforce.

I hold a Master of Medical Research and I am passionate about bridging the gap between industry and higher education. My interests include practical and simulation-based learning, professional identity development, clinical placements, and ensuring that health professional education remains aligned with contemporary workforce needs and standards.

I first learned about ANZAHPE through several colleagues at UniSQ. I am also fortunate to work near Associate Professor Priya Martin, a current ANZAHPE Board member, who recommended the organisation when I mentioned that I had recently taken on the role of Practical Education Coordinator. After exploring ANZAHPE's resources and community, I quickly recognised the value of being involved and became a member that same afternoon.

For me, ANZAHPE provides an opportunity to connect with educators who share a commitment to evidence-informed teaching, professional practice, and continuous improvement in health professions education. I look forward to learning from the ANZAHPE community and contributing to the development of future healthcare professionals across Australia and New Zealand.

Since 1968, The University of Auckland’s Faculty of Medical and Health Sciences has built an international reputation as a world-leading health and medical sciences faculty. We’re proud to provide an excellent educational experience at undergraduate and postgraduate level, offering professional, engaging teaching, tailored to the evolving needs of the world. From certificates to PhDs, you can choose from a broad range study options in Medicine, Nursing, Medical Imaging, Medical Sciences, Pharmacy, Optometry, Population Health and a other Science disciplines. We are also home to the Centre for Medical and Health Sciences Education (CMHSE) which supports clinical educators to develop their clinical teaching skills, embark on scholarly activity in health professional education, and develop a blended academic career. Whether you’re looking to pursue your passion, advance your career or contribute to the future of health care, you’ll learn in collaborative, research-rich environment taught by world-leading academics in the forefront of health research.

Find at more at: auckland.ac.nz/fmhs

The University of Melbourne’s Faculty of Medicine, Dentistry and Health Sciences is honoured to be a Silver Sponsor of the 2026 The Australian and New Zealand Association for Health Professional Educators (ANZAHPE) ‘Weaving Connection’ Conference.

This year, academics, clinicians and researchers from the Melbourne School of Health Sciences, the Department of Medical Education (DME), and Collaborative Practice Centre (CPC), are thrilled to be representing the Faculty of Medicine, Dentistry, and Health Sciences and #UniMelb, during the four-day conference, which promises a packed program of speakers and workshops.

For 150 years, the Faculty of Medicine, Dentistry and Health Sciences has played a central role in advancing health discovery, education, and care in Australia and across the globe. Our partnerships with hospitals, research institutes, industry, governments, and communities have driven remarkable progress. Today we bring together the largest aggregation of health and medical researchers in Australia to undertake research that has a global impact on the health and wellbeing of our communities.

Since its inception in July 2009, the Melbourne School of Health Sciences has embraced an inter-professional learning community at the forefront of leadership in health sciences education, clinical research, professional practice, workforce training and knowledge exchange. Our highly skilled team and outstanding students contribute to local, national, and global efforts to improve health and wellbeing.

Established in 2015 the Department of Medical Education is responsible for the delivery of the Doctor of Medicine (MD) course and a range of professional development postgraduate and non-award programs.

The newly established Collaborative Practice Centre, is a catalyst for collaborative practice in the health care system, equipping current and future teams to work together toward patient-centred care and improved health outcomes through education, practice, and research.

Join us at booth 23/26 to learn more about the Melbourne Academy of Clinical Educators, Melbourne School of Health Sciences, the Department of Medical Education and Collaborative Practice Centre (CPC), our programs, and opportunities for continuing professional development at #UniMelb.