HOW DO I... INTRODUCE A STRUCTURED FEEDBACK MODEL INTO CLINICAL TEACHING: LESSONS FROM A FINAL YEAR SURGICAL MODULE

Presenter: John Woodfield

In this session, John will use his experience of introducing a new structured feedback model to surgical clinical teaching to talk about the challenges he encountered along the way and how structured feedback can help clinicians navigate the constraints of teaching in the clinical environment.

John Woodfield is a Senior lecturer in the Department of Surgical Sciences, University of Otago Dunedin and also works as a General and Colorectal surgeon. His research interests include the role of feedback in medical education, the role of codesign and ehealth in patient communication, surgical outcomes research, prehabilitation, meta-analysis, low anterior resection syndrome and clinical studies in General and Colorectal surgery.

HOW DO I... TEACH WITH AND THROUGH TECHNOLOGY: DISCUSSION OF A FRAMEWORK FOR TEACHING PHYSICAL EXAMINATION IN THE DIGITAL AGE

Presenter: Jessica Lees

ASPIRING TO COLLABORATIVE PRACTICE IN THE AUSTRALIAN HEALTHCARE SYSTEM, AND THE ARGUMENT FOR A NATIONAL COMPETENCY FRAMEWORK.

Presenters: Sarah Meiklejohn and Margo Brewer

With assistance from the HPAC Forum IPE working group: Fiona Kent, Lynda Cardiff, Bronwyn Clark, Brian Jolly, Julie Gustavs, Theanne Walters, Sue Kirsa, and Glenys Wilkinson.

The Australian healthcare system aspires to deliver safe and collaborative healthcare centred around the individual needs and preferences of patients and their families. Development of a workforce able to deliver comprehensive and collaborative care is the combined responsibility of multiple stakeholders including education institutions, accreditation authorities, consumers and practice settings. Interprofessional competency frameworks are in use internationally to make explicit the knowledge, skills and behaviours required of collaborative practice. Additionally, competency frameworks help to inform health professions education, assessment and workplace learning expectations. A range of frameworks are in use in Australia, but recent research by the Health Professions Accreditation Collaborative (HPAC) Forum highlighted the value of establishing a national interprofessional competency framework for all health professionals to work toward (Kent et al.)

This conversation-based session will be kick-started by Sarah Meiklejohn from the AIPPEN Steering Committee. Sarah will reflect on the recent research by the HPAC Forum, which aimed to facilitate the development of collaborative practitioners through increased collaboration between accreditation authorities, health services and education providers. The merit of a national competency framework will be presented. Participants will be invited to share ideas on how to progress a national interprofesssional collaborative practice competency framework, and the role AIPPEN and ANZAHPE members could play in this work.

Dr Sarah Meiklejohn is a health professions education leader with a focus IPE and accreditation research. She commenced as Education Coordinator at the Monash Centre for Scholarship in Health Education (MCSHE), Monash University in November 2021 and is an active member of ANZAHPE and AIPPEN.

HOW DO I... TRANSFORM RESEARCH EDUCATION? STRATEGIES FOR RESEARCH SKILLS DEVELOPMENT IN HEALTH PROFESSIONS DEGREES.

Presenters: Jo Hart, Di Eley and members of the Research Educator Network

In this month's professional development webinar, our presenters will discuss how they actively promote, support and foster quality health professional education (HPE) research.

This webinar is for health professions educators of any level who are expected to or are interested in developing their learners’ research skills. These learners may be students in their programs, other educators, or novice researchers. We will delve into research education and training and examine the what, where and how of research skills education, including the considerations of the incorporation of generative AI tools in our learning and teaching. Topics that could be covered, depending on participants’ interests are the research skills curriculum, models for teaching delivery, assessment of research skills.

HOW DO I... INCREASE MY CHANCE OF GETTING PUBLISHED?

Presenters: Professor Tim Wilkinson, Associate Professor Simone Gibson and Associate Professor Karen Scott

This session is ideal for members interested in developing their academic writing skills. In particular it seeks to encourage and upskill early career academics to increase their chances of getting published.

A mixture of short presentations and small group work in zoom break out groups will be used with expert facilitation by Focus on Health Professional Education Editorial Board members.

HOW DO I... GET STARTED CREATING A CULTURALLY SAFE ENVIRONMENT FOR STUDENTS?

Facilitator: Associate Professor Anna Vnuk

Presenter: Dr Sowbhagya Micheal 

“Diversity 101” – We all know about Diversity, Equity and Inclusion as they are now part of all our curricula, training programs and work but how much of the basic concepts do we really understand? Please join us for this session which will be led by Dr Sowbhagya Micheal, Western Sydney University and other members of the ANZAHPE Diversity, Equity and Inclusion Subcommittee, as we develop our understandings in this critical area, so as to inform our practice as Health Professional Educators.

HOW DO I... COMBINE FORMAL PROFESSIONAL DEVELOPMENT WITH THE REST OF MY LIFE

Facilitator: Dr Joanna TaiPhD MBBS BMedSc GCHELT SFHEA, Senior Research Fellow, Centre for Research in Assessment and Digital Learning, Deakin University

The decision to undertake formal professional development can be daunting for busy health professional educators, who are often already balancing multiple roles and responsibilities. What offerings exist? Where should I study? What will the time commitment be? How will it actually help my career? Will it make a difference if I’m already in a senior position?

Join the leads of four respected health professions education programmes in this interactive session to hear about the types of formal professional development available, and discuss the benefits and challenges of further education. Attendees will have the opportunity to participate in small group discussion for more personalised reflections and advice.

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Presenter: Associate Professor Margo Brewer

Margo is joined by interprofessional education leaders from Australian and New Zealand to explore this important topic. Evidence from research and practice was shared with participants in this highly interactive webinar aimed at advancing our understanding of how to best assess students’ achievement of interprofessional learning outcomes.

Associate Professor Margo Brewer is the Director of Strategic Projects in the School of Allied Health at Curtin University. Trained as a speech pathologist, Margo has held several leadership roles including 10 years as the Director of Interprofessional Education in the Faculty of Health Sciences at Curtin. She is an international expert in interprofesssional education, has led multiple national teaching grants, and has over 40 peer reviewed publications including the HERDSA guide Embedding interprofessional education in the curriculum (Brewer & Flavell, 2020). Margo is currently the chair on the Australasian Interprofessional Practice and Education Network and the interprofessional education lead for the ANZAHPE Committee of Management.

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Presenter: Dr Megan Anakin and Professor Tim Wilkinson

How do I... combine teaching and research is our first ANZAHPE ONLINE event for 2023. We hope you will join us for an informative session.

This session is ideal for any educator interested in developing strategies to balance teaching and research requirements. Megan and Tim will outline ways to combine teaching and research by using teaching as a focus of research. They will also share ideas about how to develop research groups to help keep you motivated and productive. Participants will discuss the challenges they encounter when juggling teaching and research requirements. To get you thinking before the workshop, please view this brief resource titled: Do you know... how to get started with research in health professional education https://www.otago.ac.nz/oms/otago0235322.pdf

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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.

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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

• how we best support learners and faculty
  

• the expectations and misconceptions
  
• working with cultural interpersonal diversity implementation 
  
• monitoring of policies to promote well-being
  

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

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

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

ACCESS POWERPOINT SLIDES HERE

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”

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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).

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 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.

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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

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

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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.

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.

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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.

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