Recordings of past ANZAHPE ONLINE events are available below.
ANZAHPE members - please log in to access recordings. Non-members and guests who registered for events, please contact our events team for access instructions.
The following policy applies to use of ANZAHPE resources:
Recordings produced for or by ANZAHPE:
ANZAHPE members are permitted to access and use audio or video recordings produced for or by ANZAHPE (e.g., ANZAHPE ONLINE recordings) for personal use only. ANZAHPE does not support recordings produced for or by ANZAHPE to be disseminated at other events or for viewing by non-members. Resources produced for or by ANZAHPE: ANZAHPE members can download and share written resources produced for or by ANZAHPE as long as the authors are appropriately credited. Resources produced for or by ANZAHPE cannot be changed in any way or be used commercially as per the Creative Commons License CC BY-NC-ND 4.0
|
| |
ANZAHPE ONLINE PROFESSIONAL DEVELOPMENT PROGRAM:
'SCHOLARLY ACTIVITY WITH PROFESSOR TIM WILKINSON'
Presenter: Professor Tim Wilkinson
Scholarship is sometimes equated with peer reviewed publications. But with health professional education, it is more than that. The challenge is to make such activities visible to others. Tim Wilkinson draws on the recent publication “Redefining scholarship for health professions education: AMEE Guide No. 142”. Participants will then share the ways that they have made their scholarship visible. Tim Wilkinson is Professor in Medicine at the University of Otago, New Zealand. He has a MClinEd, PhD and MD that are all in medical education. His research interests are assessment of clinical competence and performance, workplace learning, selection into medical school, career paths, and professionalism. He is a deputy editor of Medical Education, Associate editor for Perspectives on Medical, and a senior editorial board member of BMC Medical Education. Tim is an Associate Editor of the ANZAHPE journal FoHPE (Focus on Health Professional Education) and ANZAHPE Fellow. He is the Censor for the Royal Australasian College of Physicians. He also works as a consultant physician in geriatric medicine. ACCESS RECORDING HERE
Please remember to log in as a member to access this recording. Non-members and Guests and who registered for this event please contact our events team for access instructions.
|
| |
ANZAHPE ONLINE PROFESSIONAL DEVELOPMENT PROGRAM:
'MAXIMISING FEEDBACK THROUGH AN EDUCATIONAL ALLIANCE'
Presenter: Associate Professor Rola Ajjawi
Feedback is the powerhouse of learning in health professions education (HPE). Yet done badly, it can demotivate and deactivate learning or worse leave long term emotional scars. Unfortunately, unhelpful myths about feedback have developed over time. In this talk, I pose an alternative approach to ‘balanced’ sandwiches, and objective, decontextualised rules for feedback; instead to maximise feedback we need to build strong educational alliances. The educational alliance, drawn from the therapeutic alliance, poses feedback as a process, done with others within the context of a good working relationship. It is based on three pillars – the learner perceiving a strong bond with their educator and having shared goals and activities. I will share the evidence base for the educational alliance, its limitations, and the conditions that foster its development within HPE.
Rola Ajjawi is Associate Professor of Education Research, at the Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University. She has been researching health professions education since starting her PhD in 2003 building an international research portfolio in feedback, clinical supervision and assessment-for-inclusion. She has been Deputy Editor of Medical Education since 2013, leads a taskforce on inclusion and diversity, and chairs the AMEE Doctoral Research Award Group. In 2021, Rola was awarded a Karolinska Institute Prize for Research in Medical Education.
ACCESS RECORDING HERE
Please remember to log in as a member to access this recording. Non-members and Guests and who registered for this event please contact our events team for access instructions.
|
| |
ANZAHPE MEMBER NETWORKING: PROMOTING YOURSELF
Being in Health Professional Education, means that you are likely to be provided with opportunities to apply for prizes, new positions, academic promotions, clinical or academic status, or fellowship of professional organisations etc. Applying for any of these opportunities can be a daunting task as it requires considerable self-promotion which, for most people, does not come naturally. These applications use a different style of writing than you might normally use and therefore we would like to provide our members with the opportunity to hear tips and tricks of the trade, to help you through this process.
Please join us as we discuss strategies that will help you overcome the many hurdles involved in applying for prizes, new positions, promotions, status and fellowships. Listen to the stories of people who have been successful (sometimes not on the first try!) and join break out groups to ask specific questions in your area of interest.
ACCESS RECORDING HERE
Please remember to log in as a member to access this recording. Non-members and Guests and who registered for this event please contact our events team for access instructions.
|
| |
ANZAHPE ONLINE PROFESIONAL DEVELOPMENT PROGRAM:
'bouncing forward: mental wealth for staff and student'
Presenter: Associate Professor Jo Bishop This ANZAHPE ONLINE event focusses on student support, but whilst supporting students how do we support ourselves as health professional educators. We will review the challenges typically faced by learners and faculty and how we can put strategies into practice to make a difference. We consider: the well-being of our institutions
ACCESS RECORDING HEREPlease remember to log in as a member to access this recording. Non-members and Guests and who registered for this event please contact our events team for access instructions.
|
| |
ANZAHPE ONLINE PROFESSIONAL DEVELOPMENT PROGRAM DEBATE:
'WORK-PLACE CLINICAL PLACEMENTS SHOULD REMAIN THE MAINSTAY OF HEALTH PROFESSIONS EDUCATION?'
After brief introductions, participants went into break out groups to assist in providing the ammunition for team captains (pre-selected) to present a persuasive argument for or against the motion, Work-place clinical placements should remain the mainstay of health professions education? Pre and post argument polls were used to determine the outcome. Debate team captains: Affirmative: Prof Adrian Schoo Negative: Prof Lambert Schuwirth MC: Prof Ben Canny ACCESS RECORDING HERE
|
| |
IPE SERIES: PART 2
INTERPROFESSIONAL EDUCATION:
This webinar was aimed at health professional educators wanting to embed interprofessional education (IPE) within their local context. IPE leaders shared examples of IPE in four contexts: the classroom, online, simulation-based learning, and clinical education, along with their tips for success. Participants were provided with a blueprint for designing and evaluating IPE.
Presenters: Sherryn Evans, Fiona Kent, Margot Skinner
Notre Dame University Team - Chris Adams, Katharine Gardiner, Janelle Gill, Heidi Waldron
ACCESS POWERPOINT SLIDES HEREPlease remember to log in as a member to access the slides. Non-members and Guests and who registered for this event please contact our events team for access instructions.
|
| |
IPE Series: Part 1
Interprofessional education: WHAT It is AND WHY IT MATTERS
This session was aimed at health professional educators wanting an introduction to interprofessional education (IPE). This interactive session explored the drivers for this approach within health professional education, what IPE is (and isn’t), and the general principles of effective IPE. Participants were encouraged to build on this foundational knowledge by joining the second webinar in the series 'Approaches to interprofessional education: Lessons for success' on October 21, which explores IPE within four different contexts: the classroom, online, simulation and clinical placements. Presenter: A/Prof Margo Brewer Please remember to log in as a member to access the slides. Non-members and Guests and who registered for this event please contact our events team for access instructions.
|
| |
What individuals and institutions might do to improve feedback
Although feedback is viewed as instrumental to learning, it is often reported to be ineffective or problematic. Academic and healthcare institutions have typically responded to ‘the feedback problem’ by training more educators to be better at delivering feedback information to recipients. Rather than doing more of the same, with little effect, we argue that we might do better to reframe what is meant by feedback, and in doing so, encourage learners to have a more active role in the process.
In this interactive session, the notion of learner feedback literacy is discussed, and illustrative examples of what this might look like in healthcare contexts are drawn upon from the research. Educators are challenged to think about what they can do to support learner agency within feedback conversations, as well as what institutions might do to encourage more productive feedback processes. The role of emotions in feedback is examined, and participants are asked to consider how an educational alliance might be cultivated to draw out the potential of feedback for learning.
This session included provocations fuelled by evidence, and enabled participants to work on a case study within small groups, providing an opportunity for discussion and application of some of the key principles.
Presenters: Prof Elizabeth Molloy & A/Prof Rola Ajjawi
Co-editors of the 2019 book “The impact of Feedback in Higher Education” ACCESS RECORDING HERE Please remember to log in as a member to access this recording. Non-members and Guests and who registered for this event please contact our events team for access instructions.
|
| |
Pooling pearls of portfolio wisdom: promotion, preparation and practice
PeArLS session style: The presenter and participants are equals who gather to discuss a common problem. The initial “presentation” be minimal (5 mins, 3 slides) and is framed around a challenging question or an issue that the presenter is grappling with.
Portfolios have gained traction as a tool to facilitate reflective practice in higher education, post-graduate training, and professional development. In health professions education, portfolios (and reflection) can be met with resistance from students and practising clinicians alike.
Through this session, we draw collective pearls of wisdom from those with experience in supporting learners to engage in portfolio-based learning and assessment. Specifically, we want to understand how participants address ‘the three Ps’ of portfolios (i.e., promotion, preparation, and practice) to develop a culture in which portfolios are embraced as a pathway to productive learning. Presenters: Johanna Jordaan (Flinders University), Svetlana King (Flinders University)and Jenny McDonald (Western Sydney University). ACCESS RECORDING HERE Please remember to log in as a member to access this recording. Non-members and Guests and who have registered for this event please contact our events team for access instructions.
|
| |
Towards coherent curricula in somatisation (aka functional illness 'bds' or 'mus'
PeArLS session style: The presenter and participants are equals who gather to discuss a common problem. The initial “presentation” be minimal (5 mins, 3 slides) and is framed around a challenging question or an issue that the presenter is grappling with.
Lead by Associate Professor Hamish Wilson (University of Otago) the aims of this session were to compare and explore educators’ (in various health professions) experiences of training, clinical practice and developing curricula for functional illness and to explore potential educational approaches that may help our future graduates have more competence and confidence with such patients or clients.
Presentation team:
Hamish Wilson (1) Tony Dowell (2) Brett Mann (3) Martyn Williamson (1) and Nigel Thompson (1) Origins:
(1) Otago Medical School, Dunedin, New Zealand; (2) Wellington School of Medicine, Otago Medical School; (3) Ilam Medical Centre, Christchurch, New Zealand. ACCESS RECORDING HERE Please remember to log in as a member to access this recording. Non-members and Guests and who have registered for this event please contact our events team for access instructions.
|
| |
THE coterie of the country: what are the conditions required of rural health services to foster and sustain staff learning?
PeArLS session style: The presenter and participants are equals who gather to discuss a common problem. The initial “presentation” be minimal (5 mins, 3 slides) and is framed around a challenging question or an issue that the presenter is grappling with.
This PeArLS asked participants who are expert practitioners, researchers and educators to explore their perspectives around how staff learning in rural healthcare settings could be promoted and developed.
Issues/questions for discussion:
What does a learning environment for rural healthcare staff look like?
How does the workplace learning environment shape the educational skills and knowledge of rurally practicing staff?
What are the potential benefits and barriers that are unique to a rural health care organisation and their staff, in fostering a learning environment?
Presented by:
Ms Keryn Bolte, University of Melbourne ACCESS RECORDING HERE
Please remember to log in as a member to access this recording. Non-members and Guests and who have registered for this event please contact our events team for access instructions.
|
| |
Writing a competitive research grant application in health professions education
Writing a competitive research grant is an essential skill for researchers and scholars in Health Professions Education to master. This introductory session outlined some fundamental principles of successful research grant development referring to the ANZAHPE research grants scheme as a case study.
Presented by:
Dr Koshila Kumar, Flinders University
Dr Christy Noble, The University of Queensland ACCESS RECORDING HERE
Please remember to log in as a member to access this recording.
Non-members and Guests and who have registered for this event please contact our events team for access instructions.
|
| |
LEARNING IN (AND FOR) A DIGITAL WORLD
Professor Margaret Bearman
Deakin University As 2020 has revealed, almost all aspects of modern living are mediated by the digital in one form or another. However, we tend to think very instrumentally about technology: as a tool to help us teach or to help us care for patients. This keynote takes a broader view and explores what it means for health professional students to learn in a digital world. ACCESS RECORDING HEREPlease remember to log in as a member to access this recording.
Non-members and Guests and who have registered for this event please contact our events team for access instructions.
|
| |
workshop - Writing authentic ocses
A select workshop on “How to write the OSCE mark sheet that your examiners actually want to examine!”
This active workshop focussed on creating OSCE stations that are authentic, resonating with practice.
Brought to you by:
Dr Karen D'Souza, Professor Richard Hays & Assoc Prof Bunmi Malau-Aduli. ACCESS EVENT RECORDING
Please remember to log in as a member to access this recording.
Non-members and Guests and who have registered for this event please contact our events team for access instructions.
|
| |
building a feedback culture - PROFESSOR Chris Watling
Professor Chris Watling
MD, MMEd, PhD, FRCP(C) Western University, Canada
Increasingly, we are recognizing the influence of culture on how educational strategies play out. Feedback is a prime example. Learners continue to tell us that the quality and quantity of feedback they receive is underwhelming. Most of our efforts to enhance feedback in medical education have targeted individuals, teaching them to be better givers or users of feedback. This approach, however, has often failed to yield meaningful improvements. Looking at culture lets us see things we might not have otherwise seen, and offers new options for really improving the quality of the education we provide. In this keynote, Prof Watling offers examples of “feedback cultures”, examines the foundations that sustain them, and will consider the opportunities for nurturing feedback cultures within health professions education.
ACCESS EVENT RECORDING
Please remember to log in as a member to access this recording.
Non-members and Guests and who have registered for this event please contact our events team for access instructions.
ANZAHPE thank Monash University for their sponsorship of this event:
 
Further information:
Quality Supervision in Health and Human Services here
Introduction to Health Education Research: Online Course here
|
| |
CONFRONTING CONTEXTS - PROFESSOR RACHEL ELLAWAY
Professor Rachel Ellaway
University of Calgary, Canada
Dr. Ellaway guided a reflective inquiry session exploring key concerns in thinking about context in health professional education. Context is always with us; we are never not in context. Context is also a polysemic concept that both unites and divides us. If contexts are all unique then how can we talk systematically about context in health professional education? Pattern and pattern language theory can help with this.
This interactive session on ‘Confronting Contexts’ stimulated thinking about the impact that contexts have on health professional education.
ACCESS EVENT RECORDING
Please remember to log in as a member to access this recording.
Non-members and Guests and who have registered for this event please contact our events team for access instructions.
ANZAHPE thank Monash University for their sponsorship of this event:
Further information:
Quality Supervision in Health and Human Services here
Introduction to Health Education Research: Online Course here
Introduction to Health Education Research: Intensive Online Course here
|
|
