ANZAHPE Online - Past Events

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

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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.

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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.

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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