Workshops and Masterclasses

Introduction/Background

Cultural respect is essential in delivering health services to people from all backgrounds and is especially required in the context of the unacceptably poor health outcomes experienced by Australia’s Aboriginal and Torres Strait Islander population. It is widely recognised that health providers’ attitudes and behaviours towards Aboriginal and Torres Strait Islander Peoples can either undermine or enable better health outcomes. Cultural capability is necessary for all health providers, not just those wanting to work in Aboriginal and Torres Strait Islander health or in rural and remote areas. Decolonisation seeks to reverse and remedy the lack of cultural safety experienced by many First Australians in the health system through direct action and by privileging and listening to the voices of First Australians. The responsibility for quality healthcare for Aboriginal and Torres Strait Islander Peoples should be shared across the health system, requiring all university graduates to be equipped with the necessary knowledge, skills, and cultural capabilities to work across all Australian socio-cultural contexts.

Purpose and outcomes

According to the Aboriginal and Torres Strait Islander Health Curriculum Framework (‘the Framework’), it is essential that higher education providers utilise safe and effective pedagogical approaches that create space for students to develop cultural capabilities by engaging in transformational learning processes. This workshop will introduce participants to the Framework, describe an approach to co-construct, co-design, and co-deliver First Nations health curriculum, and apply yarning, an Indigenous manner of conversation, as a pedagogical approach to encourage learner-centredness, reciprocity, reflexivity, and the development of cultural capability.

Issues for exploration

How can universities partner with First Nations communities to co-design strength-based curriculum in meaningful, culturally appropriate, and reciprocal ways?

How can non-Indigenous and First Nations educators facilitate learning experiences in partnership to ensure that the pedagogy of First Nations curriculum is based on intercultural and collaborative practice principles?

How can yarning be utilised as a pedagogical approach to emphasise learning ‘from’ and ‘with’ rather than ‘about’ First Australians, and decolonise health curriculum?

What work do non-Indigenous allies/educators need to do at the cultural interface?

Outline of workshop activities

We will begin the session by introducing ‘the Framework’ and describing yarning as a pedagogy, including the principles of yarning (15-20 mins). We will then pose a question to participants and engage them in a yarn (60 mins). We will finish the session by discussing next steps and how participants could integrate yarning into their teaching (10-15 mins).

Introduction/Background

A programmatic system of assessment is focused on authentic assessment for learning. The longitudinal design and collation of data by attribute is intended to address known issues with more traditional assessment approaches. Longitudinal use of multiple assessment data points with decreased focus on single high stakes assessments should increase student engagement and reduce failure to fail. A focus on authentic assessment for learning, supports an individualised approach and provides more timely feedback relevant to clinical practice. The rigour of progression decisions is improved with information from authentic assessment data points, collated over time and attribute, reflecting ongoing learner development and the holistic competencies required for clinical practice.

However, such changes can lead to unintended and undesired consequences including an increased assessment workload, increased student anxiety, unlimited opportunities to meet standards, feedback complexity overwhelming learners; data complexity overwhelming staff, and devaluing individual assessments.

Purpose and outcomes

This workshop will focus on the unintended and undesired consequences arising from transitions to more programmatic approaches to assessment.  We will present the existing evidence, our own lessons learned and provide a forum for participants to consider and plan mitigations for unintended and undesired consequences of such transitions.

During the session participants will discuss and share: unintended and undesired consequences of a move to more programmatic systems of assessment; tried and potential strategies to mitigate these consequences; and will develop an initial plan for mitigation of unintended and undesired consequences in their own contexts.

Questions for discussion

What unintended and undesired consequences have been experienced?

What has been learnt from mitigations put in place to try to reduce the impact of these consequences?

Outline of workshop activities

Following introductions, the presenters contrast the ideas of intended versus unintended and undesired consequences of changes to more programmatic systems of assessment.

Participants will then identify and discuss experienced and theoretical unintended and undesired consequence. These consequences will be grouped as evolving from: longitudinal use of multiple assessment data points, focus on authentic assessment for learning, collation of data by attribute for decision making, and other aspects.

The groups will discuss the nature of each of these consequences and explore the mitigations that have been tried, or could be tried, sharing with the wider group.

The workshop will conclude with the presenters summarising participants’ contributions including unintended and undesired consequences, mitigations attempted (both successful and those less so), and potential mitigations yet to be tested.

Introduction/Background

Research in medical and health professions education offers many challenges. It occurs in complex learning environments, is contextually varied, and involves an array of stakeholders. Also, research outcomes often fail to have a significant impact or build theoretical understanding about health professions education. Bridging the gap between research and practice, creating impacts that build theoretical understandings, and generating outcomes that can be adopted to new contexts, are often cited as limitations. To meet these challenges, Educational Design Research (EDR) is a practical approach for investigating wicked educational problems that simultaneously enables the following outcomes: development of creative solutions; refinement of educational theories; and dissemination of transferable learning design principles.

Purpose and outcomes

The purpose of the workshop is to enable participants to navigate the EDR approach and learn the ropes for investigating wicked educational problems. Participants will learn about the 3 phases of EDR, when it is an appropriate approach and create an outline of an EDR project to address a particular challenge in a specific practice setting.

Issues for exploration OR Questions for discussion

In small groups, participants will engage in a simulated health professions education challenge to learn and apply the three-stage process of EDR. From immersion in this challenge, they will experience first-hand EDR in action and gain the tools needed for application of this research methodology in their own educational context.

Outline of workshop activities

Initially participants are briefly introduced to the three phases of EDR: analysis and exploration, design and construction, and evaluation and reflection. In their small groups they adopt the role of a stakeholder and discuss the EDR research scenario. Through highly interactive debate they follow the EDR process and learn how EDR can be used to research an identified challenge. The simulated EDR project will unfold during the workshop with participants experiencing the initial phases of EDR and the decisions that need to be made during the research process. Additional examples of EDR will be provided to demonstrate the flexibility of the research methodology and in the final segment of the workshop participants will be directed to resources to assist them to plan their own EDR project.

Introduction/background:

Allied health is in the unique position of needing to actively source placements across multiple sectors in an extremely competitive environment where allied health programs seem to be proliferating on a daily basis! Furthermore, different priorities between key stakeholders can be a source of tension when developing and facilitating student placements. Service providers need to ensure safe, high quality patient/ client services are maintained; universities need to ensure quality immersive student learning experiences that develop graduates who are work-ready; students want to develop their specific professional competencies; and patients want positive quality care experience. This workshop will share what we have learnt through a collaborative research project founded on a partnership between a health service provider and university to co-design placement models that identified the most appropriate service caseload, supervision structure and learning opportunities for students. This co-design approach was successful in generating mutual benefit for service providers, universities, students and patients and has utility for innovative placement design for all health professions.

Purpose and outcomes:

This workshop is an opportunity for both service provider and university staff involved in planning and supporting student placements to explore opportunities for co-designing innovative student placements within their workplace that generate mutual benefit. By the end of the workshop. participants will have a toolkit of evidence-based strategies to co-design student placement models that enhance service provision whilst simultaneously providing authentic student engagement in innovative service delivery.

Issues for exploration or questions for discussion:

Workshop participants will explore experiences, challenges and success in co-designing clinical placement models. Specific discussion points will include: (i) identify areas of practice where students could be more engaged, and could contribute to enhancing service provision (ii) explore the factors that contribute to positive learning experiences for students and quality service delivery and inherent tensions between the two, (iii) design placement models that benefit both student learning and service delivery, and (iv) recognise how to develop and support health/faculty partnerships.

Outline of workshop activities 

This interactive workshop will draw on findings from a recent multi-site research project and participants’ experience and expertise to explore the benefits and challenges of co-designing student placements. Following an interactive discussion, participants will have the opportunity to work in small groups to identify how this may apply to their own work and education contexts and develop strategies that can be implemented following the workshop.     

Introduction/Background

Recent years have seen a plethora of literature emerge relating to the importance of, and providing recommendations for, giving feedback to learners in medical education. Our recent Cochrane review¹ reinforces the importance of specific, personalised feedback as the most important factor in improving medical students’ interpersonal communication skills. However, students are rarely directly observed in their communication with patients in clinical practice, and therefore rarely receive feedback on their communication skills. Further, there is often a disconnect between the communication skills training (CST) delivered in classroom settings, and that modelled and reinforced in clinical settings.² Exploration of the gaps between the content of patient encounters and case presentations has shown that social history, patient perspective, and communication quality are not often conveyed in case presentations, heightening the difficulty of any feedback focus on these areas.

While CST has become ubiquitous in medical and other health professional curricula, the CST to which supervising clinicians and clinical educators were exposed was varied and often minimal. While teaching communication skills during clinical training is important in order to reinforce communication skills learned in formal courses and develop new skills, clinical supervisors can find this task challenging to accomplish.  This workshop will explore ‘informal” clinical communication teaching opportunities such as role modelling, observation and responding to patient presentations as well as more formal approaches using learners’ immediate clinical experiences.

Purpose and outcomes

The main goal of this workshop will be to provide educators with approaches for delivering brief, focused and constructive feedback on learners’ communication skills in clinical placement settings. The workshop will use experiential learning approaches to role-model and provide opportunities to practice key skills.

Issues for exploration OR Questions for discussion

What do I focus on when I feel as though an entire patient encounter could have been improved?

How can I provide feedback when the patient is present?

How can I give feedback if I have only observed the students’ presentation and not the patient encounter?

Outline of workshop activities

10 minutes – introductions and understanding of participants’ learning needs

10 minutes – discussion of key communication skills and consultation elements which can form the basis of feedback, and discussion of simple feedback structures/approaches

60 minutes – practice with role-play and feedback. All learners have an opportunity to take part at least one level of the meta-feedback experience.

10 minutes – wrap-up and take-home messages

Introduction/Background

Narrative medicine is an innovative and effective means of supporting healthcare students' professional development to approach the illness narratives of patients with more understanding and compassion. Narrative medicine is an effective pedagogic tool with a clear and replicable structure and methodology that facilitators can apply.

Purpose and outcomes

The purpose of this workshop is to develop the participants’ skills in the facilitation of Narrative Medicine workshops with healthcare professions students and trainees.

By the end of the workshop participants will be able to:

- Describe facilitation skills as applied to Narrative Medicine workshops

- Guide close reading learning activities

- Guide the creation of reflective short writings in response to specific prompts

Issues for exploration

Facilitation skills applicable for Narrative Medicine approaches.

Outline of workshop activities

The workshop will commence with a 20 minute outline of Narrative Medicine as a pedagogical approach and discussion of the performative nature of emotions, close reading skills and an overview of reflective practice.

Participants will then apply close reading and reflective writing skills alongside small group discussions around how to effectively structure and facilitate these workshops (70 mins). All participants will be provided with a resource pack for facilitating Narrative Medicine.

Introduction/background:

Theory can be understood as a specific set of ideas or a lens that can be used to examine

and explain phenomena in health professions education (HPE). It is a powerful tool that can enhance the quality of research and scholarship and support the transfer of educational innovations into practice across contexts. Yet, using theory in HPE research and scholarship is not easy and requires support.

Purpose and outcomes:

This workshop aims to demystify educational theory and theory use for early career researchers and those new to HPE research and scholarship (including students, educaotrs, clinicians).Workshop participants will be supported to:

1.    Articulate their views about theory and how theory can be used in teaching and learning projects

2.    Identify commonly used theories in HPE research and scholarship

3.    Outline key considerations for selecting, appraising, and using theory

Issues for exploration or questions for discussion:

This workshop will cover common issues related to selecting and using theory, including:

·         What theory is

·         How theory can add value to HPE research and scholarship

·         Which theories are relevant to HPE

·         How to justify selection of a theory and align choice of theory with paradigm and methodology

·         How to use a selected theory including when it should be used  

·         How to write up theory within scholarly reports and papers

Outline of workshop activities 

The presenters will draw on their experiences of using theory and helping students, teachers and clinicians to engage with theory, to guide workshop participants.  A combination of activities, including brief presentations, case study analysis, small and whole group reflective and discussion activities will be used to build on participants’ prior experiences and understandings of theory. The presenters will provide examples of theory use and guide participants through these. Participants are invited to bring questions or problems related to the use of theory from their own learning and teaching projects to provide a basis for discussion, analysis, and feedback.

Writing for Publication Workshop

Introduction

This workshop is part of the regular program at ANZAHPE conferences. The Association is keen to assist its members in developing academic writing skills. In particular it seeks to encourage and upskill early career academics. The workshop is led by Editorial Board members of the Association’s journal, Focus on Health Professional Education (FoHPE).

Aims

• Assist participants in getting their message across in publications, by working on small samples of text
• Provide feedback and advice on an issue related to a particular paper
• Learn about the reviewing and publishing process, using FoHPE as a case example

 Activities

The workshop will be focused on the needs of the participants. The participants will be required to bring along a piece of their own writing to the workshop, typically a title and abstract for work they hope to publish. A mixture of short presentations and small group work will be used.

 Facilitators: The FoHPE Editor and Associate Editors

 Intended participants: This workshop is intended for novice writers/researchers.

This includes those who are currently writing for publication for the first time as well as those who have already had a small number of papers published.                                                                                             

Background

Simulated Participants (also described as simulated patients or standardised patients) have long been established in health professions education as an opportunity to create authentic learning environments and prepare learners.

Purpose and outcomes

This workshop will invite participants to share their experiences of working with Simulated Participants (SPs). The workshop will suit academics with and without experience working with SPs. Facilitated workshop activities will focus on several key areas:  i) theory informing working with SPs, ii) sharing tools available to assist the benchmarking SP Programs, iii) practical tips for embedding SPs in their workplace.

We will share tools to enable participants to plan, develop, integrate, delivery and evaluate simulated participant involvement in health professions education.

Issues for exploration OR Questions for discussion

In this workshop, we will explore a) the role of simulated participants in health professions education, b) compare theories relevant to simulated participants, c) identify the key elements of quality simulated participant programs for benchmarking, d) apply the concepts of psychological safety to activities involving simulated participants.

Outline of workshop activities

This collaborative workshop will engage participants to explore the history and theory of simulated participants and take away practical tools to apply in their place of work. The workshop will be facilitated by experienced faculty (academic researchers together with simulated participants) who will use strategies and activities such as: i) small group learning, ii) self-assessment and Simulated Patient Common Framework tools, iii) SMART goal setting, and iv) reflection activities.

Participants will be invited to continue the workshop conversations by joining the ‘Simulated Participant HTAG’. The purpose of this HTAG is to develop a network of both education professionals and simulated participants to learn with and from one another. This is a group that can share knowledge and experiences about working with SPs and is open to those who already work with simulated participants or those who wish to work with SPs in the future.

The outcomes of this HTAG include but are not limited to:

·         Sharing knowledge and outcomes of working with simulated participants.

·         Increasing collaboration between SPs and educators from different universities.

·         Improving and expanding the way in which simulated participants are included in teaching methods.

·         Encouraging discussion around training, governance and quality assurance when working with SPs.

The Vulnerability in Medicine (ViM) tutorial program was developed to provide protected time and a psychologically safe space for third and fourth-year medical students at The University of Queensland to debrief and consider challenges in the doctor-patient relationship and clinical workplace. It is also a forum for tutorial participants to engage in the medical humanities and creative arts and focus on self-care. We minimise student-teacher power-differentials in these tutorials by having tutors undertake exactly the same tasks as the students (Kelly, et al., 2022).

Purpose and outcomes

The purpose of this workshop is to allow participants to experience some components of a Vulnerability in Medicine tutorial. Our target audience will be clinical teachers engaged in teaching medical or other health professional students in the clinical workplace. Most of this workshop will consist of discussion and sharing perspectives in a small peer group setting.

Issues for exploration OR Questions for discussion

Several issues will be explored focusing on therapeutic relationships, clinical workplace challenges and self-care. Participants will be encouraged to engage in the medical humanities and creative arts and experience the tutorial as our tutors and students do.

Outline of workshop activities

A brief introduction to the concept of the Vulnerability in Medicine (ViM) program will be provided. This will include the context, purpose and design of the tutorials. The participants will then be divided into small groups of approximate 6-9 to experience several components of a ViM tutorial. The tutorial will commence with an introductory activity and a health and wellbeing check-in. Tutorial tasks will be randomly allocated to participants to lead the group discussion surrounding a thought-provoking question, a brief excerpt from literature written by a doctor, a clinical workplace scenario and sharing of something from the humanities or creative arts valued by a participant that resonates with their concept of vulnerability or what being a health professional means to them. The session will close with a brief reflection by one of the workshop facilitators. Our hope is that participants will enjoy the discussion and be enriched by the perspectives of their peers.

LGBTQI+ individuals suffer greater health risks than cisgender and heterosexual individuals, including higher prevalence of mental health conditions, cardiovascular disease, and alcohol, tobacco and substance use. Furthermore, stigma and discrimination hinder access to healthcare. To address this, adequate training of healthcare professionals is paramount. Unfortunately, LGBTQI+ health issues are poorly addressed in medical curricula, with calls being made for curricular reform. Although curricular reform is essential, the existence of hidden and informal curricula in learning environments must be acknowledged and addressed for changes to the formal curriculum to be effective. In the context of LGBTQI+ health issues, many medical educators themselves are unaware of the nuances of this topic and are not only unable to train the students in providing gender-informed and inclusive care, but also often fail to reinforce or inadvertently undermine the content of the dedicated teaching sessions in the formal curriculum. Within the Joint Medical Program’s LGBTQI+-inclusive Health Professions Education initiative, the Inclusivity Training (IT) has been developed. The IT informs educators of critical challenges in LGBTQI+ health and empowers them to transmit relevant knowledge to medical students, demonstrate positive role modelling and inclusivity throughout interpersonal exchanges.

Purpose and outcomes

In this workshop, we will run our Inclusivity Training, and discuss the structure and overall goals of the LGBTQI+-inclusive Health Professions Education initiative, which are adaptable to other contexts and institutions. We aim to provide an example of our approach, focused on sustainability and consultation with numerous stakeholders in the LGBTQI+ community and the student associations.

Issues for exploration OR Questions for discussion

At the end of the workshop, participants will be able to: describe the importance of appropriate language around sex, gender identity, sexuality; describe the impact of heteronormativity and cisnormativity on queer people in accessing support from institutions, including healthcare; incorporate LGBTQI+ health issues in their teaching; describe the importance of informal and hidden curricula in reinforcing formal curriculum content. 

Outline of workshop activities

The Inclusivity Training begins with a brief assessment of participants’ knowledge, guiding the workshop towards areas they are not already familiar with. The body of the session alternates brief didactic moments (presentation of the Gender Unicorn, introduction of heteronormativity and cisnormativity) with active full- and small-group activities: personal reflections, role-playing scenarios, and planning of delivery of PBL/TBL activities to elicit LGBTQI+ learning. A presentation of the JMP’s initiative and discussion of its adaptability to other institutions will conclude the session.

Introduction/Background

The Australian and New Zealand Association for Health Professional Educators (ANZAHPE) promotes the career development of health professionals, educators, students, and researchers. This mentorship is founded on a culture of inclusion that involves sharing our knowledge and experiences of practice and research in a supportive environment.

Purpose and outcomes

This workshop aims to nurture those with an interest in the scholarship of health professions education to have quick fire conversations with ANZAHPE members with experience in mentorship. Outcomes of this workshop will be for participants to (1) reflect on their career goals, (2) enhance their awareness of the breadth of expertise among ANZAHPE members available to support career development in health professions education, and (3) engage in discussions with colleagues about topics or experiences relevant to their career development.

Issues for exploration OR Questions for discussion

Topics for discussion will include: (1) Leadership: How to support high performing teaching and learning teams, partnerships and innovations, (2) Faculty development: How to foster a culture of scholarship of learning and teaching in your workplace, (3) Career development: What to consider when changing direction, (4) Initiating scholarship: How to incorporate evaluation and research into busy teaching roles, (5) Well-being: How to establish and maintain work/life balance or goals, (6) Networking: Why connecting with colleagues is important.

Outline of workshop activities

In this workshop, participants will be provided with a 10-minute introduction to the mentoring scheme, and the structure of the workshop itself. Participants will be provided with an overview of how mentorship is a core function of ANZAHPE and will gain an understanding of the ethos and process of ‘speed mentoring’. Participants will select three from the listed six topics for discussion and will rotate through three small group conversations facilitated by a mentor. Each conversation will be allotted 20-minutes. The workshop will close with a 10 minute wrap-up to share insights and allow participants to identify a goal for action for both mentoring as a process and their career development.

Teaching in the clinical environment is defined as teaching and learning focussed on, and usually directly involving, patients and their problems. The clinical environment includes inpatient, ambulatory, conference room settings, hospital or community settings, each with their own distinct challenges. The ESME CT Course is intended for clinicians of any discipline who teach undergraduate and postgraduate trainees in a variety of clinical settings as well as trainees who teach near peers. Clinical teachers have a dual role in medicine, to provide patient care and to teach. In acknowledgment of the complexity of clinical teaching, the educational strategies will employ a non-prescriptive behavioural approach to enhancing teaching skills. Participants will learn to select effective teaching strategies while considering variables such as the content, the learners, and the context. Teachers at all levels of experience and expertise can benefit from an organized review of their teaching while learning from their peers.

Course faculty:

Dr. Subha Ramani, MBBS, PhD, FAMEE (ESME CT Course Lead); AMEE President; Associate Professor of Medicine, Harvard Medical School; Adjunct Professor, Massachusetts General Hospital Institute for Health Professions; Director, Program for research, innovations and scholarship, Department of Medicine, Brigham and Women’s Hospital; Assistant Director, Global perspectives and community, Brigham Education Institute; Boston, MA, USA

Dr. James Kwan, MBBS, BSc (Hons), MMed (ClinEpi), MHPE, MRCSEd, FACEM, FRCEM, FAMS; Senior Consultant, Department of Emergency Medicine, Tan Tock Seng Hospital; Chair, Core Curriculum and Education Committee, International Federation for Emergency Medicine; Adjunct Associate Professor, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Adjunct Asst. Professor, Emergency Medicine, Lee Kong Chian School of Medicine

Dr. Kichu Nair AM, MBBS, MD ( Newcastle ) FRACP, FRCP, FAMEE, FANZHPE; Professor and Associate Dean , School of Medicine, Newcastle ; Director of Centre for Medical Professional Development, Newcastle; Director, Educational Research, Health  Education and Training Institue of NSW,Sydney . He is the Associate Editor in Chief of the Journal  HETI, NSW  of Advances in Medical Education and Practice.  Prof Nair is the Chair of the Workplace Based Assessment  Development Group of the Australian Medical Council .  

Dr. Ruth Hew MBBS, BA, FACEM, MSc(Clin.Epi.); Emergency Physician and Director of Emergency Medicine Training, Sunshine Hospital, Western Health, Melbourne, Australia; Director of Network Emergency Medicine Education (Western Health)

Learning outcomes:

By the end of this course, participants will be able to

• Apply adult learning principles in analysing and enhancing own clinical teaching skills
• Learn to select the right strategy for different clinical teaching situations (inpatient or ambulatory settings, levels of learners, content to be taught such as history taking, physical examination, clinical reasoning etc)
• Gain comfort and confidence in teaching learners when patients are present, whether ward, ambulatory or conference room settings (bedside teaching)
• Apply core principles of time-efficient teaching in busy clinical work environments
• Understand and apply direct observation to assess learners’ knowledge, skills and attitudes directly related to patient care
• Reflect on and practice skills for effective feedback

Course schedule

Course Format

The curriculum is organised as follows:

• Synchronous Masterclass: These will be led by clinical teachers experienced in training the trainers and have knowledge of the pedagogical principles underpinning the skills of clinical teaching. Each presenter will provide an overview of the topic, application of relevant theory to practice and review literature on the topic. Educational formats will include brief didactics, brainstorming, small-group discussions and skills practice. 
• Asynchronous online readings and reflections:  Participants can choose to review a set number of ESME modules, engage in self-directed learning, complete a 1500-2000 word assignment within three months of completion of the course. All those who have participated in the course will receive an AMEE ESME- CT Certificate of attendance. On completion of the assignment, successful participants will receive the AMEE ESME-CT Course Certificate of completion.                                                          

The ANZAHPE-ESMELead Masterclass introduces key aspects of leadership and management for health professions educators who wish to develop a deeper understanding of leadership and management theory so they can improve their leadership skills and approaches to be more effective. The half-day workshop is theory informed, practice driven, context specific, highly interactive, supportive and fun.

Who should participate in this course: This course is for anyone (at any level) involved in health professions education who wants to learn more about leadership and management in health professions' education (in the academic or clinical setting) and explore the evidence base to help them become more effective leaders, managers and followers. 

Course faculty:

Professor Judy McKimm MBA, MA (Education), BA (Hons), SFHEA, FAcadMed, FAMEE Professor of Medical Education, Chester Medical School, UK; Emeritus Professor of Medical Education, Swansea University, UK; Visiting Professor, King Saud University, Kingdom of Saudi Arabia.  Former Dean of Medical Education Swansea University; Pro-Dean, Health & Social Practice, Unitec New Zealand, and Director of Undergraduate Medicine, Imperial College London

Honorary Associate Professor Paul Jones RGN, BSc (Hons), PGDip (Adv Practice), Honorary Associate Professor, Swansea University Medical School, Former Programme Director, Graduate Entry Medicine programme, Swansea University Medical School

Professor Kirsty Forrest MBCHB, BSc Hons, FRCA FAcadMEd, MMEd, FANZCA, Professor of Medical Education and Dena of Medicine Bond University, Gold Coast, Australia. Executive Member and Treasurer of the Medical Deans of Australia and New Zealand (MDANZ) and Chair of the Medical Education Collaborative Committee.

Associate Professor Jo Bishop BSc (Hons), PhD, PGCertEd is the current ANZAHPE president, Associate Dean, Student Affairs and Service Quality for the Faculty Health Sciences and Medicine Bond University, Gold Coast, Australia as well as the Curriculum Lead for the Bond Medical Program.

Learning outcomes

Through participating in the masterclass, delegates will be able to:

• Demonstrate understanding of leadership in contemporary health professions education
• Define key concepts relating to educational leadership, management and followership
• Explore strategies for leading and managing change
• Apply this learning to their own practice and context

Course Format

The curriculum is organised as follows:

Synchronous Masterclass:   The course will be delivered as a half-day masterclass for face-to conference delegates. The course language is English, but the pace will be suitable for participants whose first language is not English. All participants will receive a Certificate of Attendance

Participants who wish to will be able to sign up at a discounted rate to the full online ESME Lead course which includes additional live online teaching sessions, access to a bank of online resources, and an assessment which leads to the award of the AMEE-ESME Certificate in Leadership.