Workshops and Masterclasses

Introduction/Background

A visual abstract is an infographic of a journal article's written abstract. It is a pictorial summary understood at a 30-second glance. Visual abstracts hook a viewer's attention, resulting in two to three times more article reads. Viewers understand faster and remember better when simple pictures are next to brief text. Browse examples of published visual abstracts on social-media X #VisualAbstract, in a HPE journal Journal of Graduate Medical Education, or a newsletter. Nowadays, when your article is accepted, authors are often invited to submit a visual abstract for social media publicity. However, many authors in the health professions do not know how to create a compelling visual abstract and will miss out on communicating their research with impact.

Method

This is a hands-on, step-by-step, learning by doing, BYO device workshop. We will have many multidisciplinary circulating facilitators who will guide you to create your own AWESOME visual abstract! We begin with exploring evidence of visual abstract efficacy, copyright advice and hot tips on what makes a robust visual abstract. You will critique examples of published visual abstracts. You will receive and contribute to peer feedback to produce a compelling visual abstract for sharing. Participants must bring an internet-enabled laptop computer with Microsoft PowerPoint software. A computer mouse is preferable for quickly moving graphical elements. I-pads are not optimal for content creation. Mobile phones are not suitable for the creation of visual abstracts. Bring your own abstract or use the abstract provided.

Discussion

We will explore underpinning educational theories, research on the efficacy of visual abstracts, and extended applications such as a student learning activity and in workplace learning such as clinical guidelines.

Introduction/Background

Health professions educators, clinical supervisors, and trainees engage in a variety of conversations with ‘learning’ and ‘performance improvement’ as an explicit intention. Despite the vital role of these learning conversations¹, both clinical educators and trainees may not to engage effectively.

Facilitated feedback, healthcare debriefing in simulation or clinical settings, and coaching conversations share similar principles amongst several distinguishing characteristics. Cross-cutting principles that contribute to effective learning conversations include psychological safety, a growth mindset, and effective questions to promote reflection. Whereas feedback and debriefing may often focus on past concrete experiential learning encounters with a tendential emphasis on error and improvement, coaching conversations are ideally strength-based, explore solutions, and provoke concrete future action. Importantly, these different genres of learning conversations can be meaningfully integrated, such as the R2C2 model of facilitated performance feedback 2.

The aim of the workshop is to explore similarities and differences among these forms of explicit learning conversations and help educators in their approach to facilitating them more effectively. After the session, workshop attendees will be able to:

(a)    Compare and contrast various forms of explicit learning conversations (feedback, debriefing, and coaching).

(b)   Apply cross-cutting principles to all forms of learning conversations.

(c)    Identify opportunities to enhance your personal approach to learning conversations.

References

1.      Tavares W, Eppich W, Cheng A, Miller S, Teunissen PW, Watling CJ, et al. Learning Conversations: An Analysis of the Theoretical Roots and Their Manifestations of Feedback and Debriefing in Medical Education. Academic medicine. 2020;95:1020–5.

2.      Sargeant J, Lockyer J, Mann K, Holmboe E, Silver I, Armson H, et al. Facilitated Reflective Performance Feedback: Developing an Evidence- and Theory-Based Model That Builds Relationship, Explores Reactions and Content, and Coaches for Performance Change (R2C2). Academic Medicine. 2015;90:1698–706.

Outline of workshop activities

(a)    10 min: Welcome, overview of session, setting of group norms for collaboration during the session.

(b)   20 min: Through small group discussion, participants will explore their view of the similarities and differences between feedback/debriefing/coaching. We will use an internet-based serve (e.g. WOOCLAP) to visualize participants responses and facilitate large group discussion.

(c)    20 min: We will engage in an interactive video review of representative examples feedback and debriefing conversations, including success factors and challenges

(d)   15 min: Next, we will engage participants in a brief overview of coaching in HPE with short video review of a short coaching encounter followed by group discussion.

(e)   15 min: We will facilitate a discussion about concrete steps to enhance your personal approach to learning conversations (small group discussion followed by large group discussion).

(f)     10 min: Wrap up and take-aways.

Introduction/Background

Professional behaviour lapses are complex and challenging to assess and manage, with best practice evidence lacking for effective remediation⁽¹⁾. These challenges are tackled at Monash University using the ProFESS framework and Fitness for Practice model, an innovative approach for identifying, assessing and managing professional behaviour lapses through behaviour change focussed remediation strategies. This workshop’s aim is to share the ProFESS approach and stimulate discussion about how this student centred approach can strengthen a student’s professional identity formation.

Methods

A program logic model underpinned ProFESS’s development, evolving over five years of literature reviews, iterative staff and student feedback and piloting in 2021 before implementation in 2022. It is a non-escalation approach with each of four interlocking quadrants targeting the type of remediation required based on the nature of the professional behaviour lapse and its seriousness. The process assists students meet fitness for practice course requirements and professional standards while becoming active agents in their learning. In keeping with transformative learning techniques this workshop enables participants to experience the ProFESS approach and provide feedback. 

Results/Evaluation

29 multidisciplinary degree programs in the faculty of medicine, nursing and health sciences use ProFESS. A recent survey of academic’s attitudes and experiences of ProFESS, indicated it is transparent, helpful to support students and manage professional behaviour lapses, provides a safe process for difficult conversations and applies in multiple contexts and disciplines. Further evaluation will incorporate the student perspective. Workshop feedback provides a wider lens on the process and its remediation approach, and forms part of a larger evaluation study. 

Discussion

In gaining insight into the ProFESS approach, participants are encouraged to reflect on, and discuss whether this model could assist struggling students develop skills and strategies for navigating personal difficulties, strengthen their professional identity formation and deepen their understanding of professionalism’s complexity, within their context.

References

1.         Kecskes Z, Bandler L, Boylan A, Clearihan L, Craig H, D’Souza K, et al. Professionalism and professional identity of our future doctors. Medical Deans of Australia and New Zealand; 2021 February.

Introduction/Background

A community of practice (CoP) is a group of people who share a common interest, concern, or skillset and come together to fulfil individual and group goal. Strong CoPs are one way to support clinicians within clinical teaching contexts to develop the educator aspect of their professional identity. However, evaluating CoPs is challenging because many evaluation frameworks are ill-suited for measuring holistic impact. We successfully

In this workshop, participants will learn about CoPs, as well as a successful evaluation strategy for CoPs within clinical contexts¹. The strategy is called a Value-Creation Framework².

Methods

We evaluated an international 12-month program that supports widely distributed critical care health professional educators through a virtual CoP (vCoP). We used a mixed-methods approach to evaluation, including an anonymous survey and semi-structured interviews. Themes from data sources were identified using the Value-Creation Framework as the common thread.

Results/Evaluation

27 of 66 participants responded to the survey, and 15 participated in interviews. Positive and negative indicators of value creation were extracted and organised according to the framework’s eight value cycles. Framework analysis made value-creation and potential flow-on effects in one value-creation cycle to another visible, offering insight into relationships. Using the Value-Creation Framework to evaluate the critical care faculty development program brings to bear the complexity of boundary-crossing heath professional faculty development for critical care educators. This is the first study that uses the Value-Creation Framework to evaluate vCoP.

Discussion

The Value-Creation Framework can be a valuable tool for evaluating a vCoP associated with faculty development programs. This study outlines an evaluation blueprint for practitioners who want to think holistically about the effectiveness of educational interventions involving CoP.

References

1.    Ghani M, Cooper-Ioelu P, Jowsey T. (2024). Measuring the added value of virtual communities of practice for developing the educator role of critical care professionals: BMJ Open Quality;13:e002556. doi: 10.1136/bmjoq-2023-002556

2.    Wenger-Trayner, E., Wenger, E., & Wenger-Trayner, B. (2020). Learning to make a difference: Value creation in social learning spaces. Cambridge university press.

Introduction/Background

Patient simulations have been integral to health education for numerous years. However, detailed, high-fidelity simulations depicting the social and emotional challenges faced by families are comparatively rare.

For more than thirteen years, PMHTU (Paediatric Mental Health Training Unit) in the School of Medicine at the University of Adelaide, through its iLab program, has provided senior medical students with practical, simulation-based experiences. These simulations are designed to engage children and families confronting social and emotional issues, offering valuable hands-on learning.

We employ professional and semi-professional youth actors and prepare them for this simulation work using the Character-Based Improvisation Process (CBI) to craft authentic, precise and detailed characters. Utilizing CBI, actors can access a broad spectrum of tendencies, defences and motivations in their performances. The resulting simulations generate a vivid sense of reality, fostering deeper emotional engagement from students.

Methods

This workshop, tailored for health educators, builds on the established instructional techniques of PMHTU. It introduces advanced methods for creating lifelike mental health simulations.

Our primary approach involves developing comprehensive, psychologically rich, and relationally complex character narratives. We will explore how these narratives facilitate actor training through CBI techniques.

Participants will learn to transform exemplary clinical scenarios into nuanced, multi-layered teaching vignettes and to evaluate the advantages, challenges, and varied applications of these methodologies in mental health education and beyond.

Results/Evaluation

The workshop aims to impart to educators vital skills in creating complex, relationally-focused simulations to augment the engagement and authenticity of mental health training.

Discussion

The high-fidelity simulations depicting the social and emotional challenges faced by families will be explored through this workshop: participants will gain exposure to a technique potentially beneficial in their respective professional settings.

Outline of Workshop Activities

The workshop will cover the preparation and production of simulation vignettes, including: the process of generating of narratives out of clinical experience (without compromising confidentiality); the construction of characters with defined behavioural and mental states; the creation of a simulated family and the relevant dynamics; casting procedures; character rendering using CBI; and the calibration of simulation performances, demonstrating how to maintain character consistency over time.

A key feature of the workshop will be the participation of Dr. Robert Marchand, a renowned CBI expert and screen director. Dr. Marchand will offer live demonstrations to illustrate actor calibration and CBI techniques.

Participants will have an opportunity to test the suitability of these techniques in their own teaching environment and to begin the process of vignette development.

Introduction

Longitudinal Audio diaries (LADs) provide an opportunity to convey nuances of the lived experiences, enabling a means of self-reflection and sense-making. LADs were enlisted in a postgraduate Quality Supervision short course for health professions educators, to facilitate the participants' ability to capture their subjective lived experiences when providing clinical supervision and feedback. Key findings and insights from incorporation of LADs into this course will be presented, and its potential applications in health professions education and research. 

Method

Throughout the course participants were randomly assigned to groups of two to three. Participants recorded and submitted weekly LADs, and provided feedback to their peers’ submissions. Participants incorporated peer feedback into their subsequent LAD submission to illustrate reflexive practice. A final summary LAD reflecting on overall key learnings and plans for further practice development was submitted. All LADs were analysed for reflexivity by participants, and its use as a reflexive tool within the course. 

Results

Analysis found that LADs provided a quick, accessible yet novel vehicle to engage with reflective practice. Participants were surprised at the ease and effectiveness of the tool considering the time commitment for each submission. Those who were active adversaries in peer-to-peer feedback, exhibited a rawness in their reflexivity, uncovering deep critical reflections about their future clinical supervision practices. Evident was the importance of trust and the power to harness and identify opportune moments to enhance their professional development in supervisory practice.

Discussion

There is a need to continue using LADs for reflective practice within our course. Redesign including greater clarity of the tool and its benefits beyond the individual and their practice is needed. Through recognition of explicit, deep and thought-provoking reflexivity, participants are then positioned to deliver safe and effective healthcare outcomes. Evaluations of the long term benefits for our participants are unknown and underway.

Introduction

Allied health professions generally include short clinical placements early in their degrees. These placements are intended to provide students with opportunities to consolidate knowledge and develop professional identity and skills¹. However, clinical educators may have difficulty enabling the achievement of learning outcomes as articulated by various universities, while considering varied student abilities and prioritising client safety. Students report often being situated as observers during placements, potentially impacting on their achievement of the expected learning outcomes.  

We addressed this challenge in early-year occupational therapy, physiotherapy and speech pathology placements by developing and evaluating the application of six Entrustable Professional Activities (EPAs)². This workshop aims to familiarise participants with the use of EPAs for learning and provide an experience of creating an EPA relevant to their placement context.

Methods

Drawing on the design process and evaluative findings of our research, this workshop will explore the application of EPAs for learning through entrustment, rather than assessment. Participants will identify potential enablers and barriers to the use of EPAs in their contexts, informed by the research. Finally, participants will draft an EPA tailored to their learning opportunities, assessment tools and/or accreditation requirements.

Results/Evaluation

At the end of this workshop, participants will be prepared to craft EPAs relevant to their contexts. With a new perspective on EPAs as a tool for learning, participants will be positioned to assist educators to entrust students in active learning through activities relevant to both the practice and course contexts.

Discussion

While EPAs were initially developed as assessment tools in medical education, this workshop will demonstrate their value to guide entrustment decisions that balance active learning and client safety priorities. Applied consistently, EPAs enhance educator productivity while enabling students to make meaningful contributions to the workplace, supporting their growing professional identity and professional capabilities.

References

1. Honey, A., Penman, M. ‘You actually see what occupational therapists do in real life’: Outcomes and critical features of first-year practice education placements. Br J Occup Ther. 2020;83(1): 638-647. doi.org/10.1177/0308022620920535

2. ten Cate O, Taylor D. The recommended description of an entrustable professional activity (AMEE guide no. 140). Med Teach. 2020;43(10): 1106-1114. doi:10.1080/0142159X.2020.1838465.            

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.      

Introduction/Background

Facilitating small groups is challenging because it requires a continuous evaluation and response to an unfolding situation in order to support participants’ learning. This workshop focuses primarily on the facilitation of Professional Learning Communities (PLC) for clinical educators, a specific type of small group that brings the same group of clinical educators together, over time, who share an interest in exploring their educator role and their teaching practices. The PLC supports learning through collaborative inquiry, using authentic ‘artefacts of (participants’) practice’ as stimuli for discussion. As such, PLCs require a more ‘content neutral’ facilitator (i.e., one that is not responsible for delivering pre-determined content), who gives primacy to the participants’ concerns, so that they can explore their own views and develop solutions for themselves.

The broad aims of this workshop are to use an inquiry-based stance to a explore participants’ curiosities about this form of professional development, examine participants’ teaching and learning mindset, and utilise participants’ insights about facilitation to influence future practice.

Methods

The workshop content draws on academic literature, the workshop leaders’ experiences of facilitating uni- and inter-professional PLCs, and research into PLCs that investigated their overall effectiveness, including facilitators’ in-the-moment practices (Clement et al., 2023; Clement et al., 2020).

Results/Evaluation

The PLC facilitator is central to enabling effective learning experiences and requires a facilitator who is attuned to the underpinning situative theoretical perspective and behaves congruently, activating learning rather than trying to teach to fixed outcomes.

Discussion

Effective facilitation of PLCs requires preparation for the facilitator role, so that facilitators nurture reflective dialogue and enable small groups to be self-directed in their learning. This workshop may be of interest to people with an interest in facilitation, clinical education and/or designers, deliverers, or recipients of professional development for clinical educators.

References

Clement, T., Howard, D., Lyon, E., & Molloy, E. (2023). Using a logic model to evaluate a novel video-based professional development activity for general practice clinical educators. Teacher Development, 27(2), 172-202.

Clement, T., Howard, D., Lyon, E., Silverman, J., & Molloy, E. (2020). Video-triggered professional learning for general practice trainers: using the ‘cauldron of practice’ to explore teaching and learning. Education for Primary Care, 31(2), 112-118.

Introduction/Background

Lego Serious Play (LSP) is an innovative approach to learning and teaching that transcends traditional barriers to communication and engagement and has broad applicability, including in higher education. Rooted in constructivist principles and powered by the wonder of questions, LSP offers a unique inquiry-based framework to facilitate deep learning and engagement. The LSP method leverages experiential and active learning pedagogies and embodied cognition to provide deep, holistic learning experiences that empower learners to actively construct knowledge, collaborate effectively and navigate complexity with creativity and insight. LSP’s generative process offers a systematic and three-dimensional approach that facilitates deep understanding, builds connections and relationships, and uncovers insights.¹ This in-progress project aims to explore the benefits and challenges of LSP in health professional education.

Methods

In the LSP method, participants are encouraged to ‘think with their hands and listen with their eyes’, leveraging the hand-mind connection to increase neural activity to achieve cognitive, emotional, and social engagement.¹ Undergraduate and postgraduate students participating in LSP sessions across any health discipline will be invited to complete a survey which explores their experiences, and ways in which LSP enhances learning. Additionally, the researchers will keep reflective journals to document observations and reflections on the advantages and constraints of utilising LSP in higher education.

Results/Evaluation

Data will be collected using researcher reflective journals and self-reported student survey items (Likert scale and open-ended questions) which explore student engagement, student satisfaction, the benefits and challenges of LSP, and the utility of LSP as a reflective tool.

Discussion

LSP further harnesses the transformational power of play, metaphorical thinking, and collaborative storytelling to nurture dynamic and empathetic learning communities that embrace diverse perspectives and cultivate shared understanding.¹ LSP is an innovative approach to health professional education that has been shown to support reflective processes, introspection, formation of professional identity and development of resilience.²

References

1.    Kristiansen, P., & Rasmussen, R. (2014). Building a better business using the Lego serious play method. John Wiley & Sons.

2.    Warburton, T., Brown, J., & Sandars, J. (2022). The use of LEGO® SERIOUS PLAY® within nurse education: A scoping review. Nurse Education Today, 118, 105528.

Outline of workshop activities

This workshop invites participants to experience firsthand LSP’s transformative potential to engage diverse groups of learners, propelling them into the realm of curiosity-driven exploration, critical thinking, and collaborative innovation. Through guided activities and reflective discussions, participants will learn how to transform teaching using LSP’s theoretical foundations and practical applications.

We will begin the session by introducing LSP as a small group method to engage students and transform thinking (15 mins). We will then enable participants to experience the LSP process by constructing models in response to questions posed by the facilitators, sharing these models with the group, and reflecting on the process and their learnings. (60 mins). We will finish the session with a discussion on potential next steps, sharing examples of LSP in health professional education, and supporting participants to consider how they could integrate LSP into their teaching to enable health professional students to creatively explore and reflect on their existing knowledge, develop new ideas and perspectives (15 mins).

We will provide participants with an individual Exploration Lego kit to take home which will include the Lego bricks required for the activities, a booklet on using LSP in higher education, and reflection cards.

Introduction/Background

Providing psychologically safe environments for our learners allows all parties to express themselves authentically while reducing work-related stress and improving wellbeing. By creating a supportive learning space, educators facilitate increased engagement and learning.(1) Creating a psychologically safe learning environments (PSLE) requires a deliberate and concerted effort from educators.  By creating PSLEs, educators can foster a culture of respect, support, and collaboration that promotes the holistic development of students and prepares them for success in their academic and professional lives. This interactive workshop will explore strategies for facilitating the creation of PSLEs.

Methods

The world café approach is built on the assumption that the challenges surrounding psychological safety in our learning environments can be met by the collective experience, knowledge, and creativity inherent in health professional educators from all career levels. With careful facilitation, illuminations and insights circulate, deepen and connect to create new knowledge.(2) This method focuses the purpose of the participant on the challenges related to the creation of PSLEs and uses dynamic conversations as a process to raise critical issues and develop effective strategies using collective wisdom.

Results/Evaluation

Workshop participants will discuss the importance of psychological safety in their teaching activities and develop strategies that they can implement to create psychologically safe learning environments for both educator and learners.

Discussion

While educators value the concept of PSLE, there is often some hesitancy around how this can be achieved. Engaging educators in facilitated, scaffolded discussions on barriers and enablers to the creation of PSLE, generates a range of approaches which can be utilised in a variety of teaching settings.

References

1.    Hardie P, O’Donovan R, Jarvis S, Redmond C. Key tips to providing a psychologically safe learning environment in the clinical setting. BMC Med Educ. 2022;22(1):1–816.

2.    The World Café Community Foundation [Internet]. El Cerrito CA: 2024. Resources [cited 2024 Jan 30]. Available from: https://theworldcafe.com/key-concepts-resources/

Course Summary

The 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, mangers and followers. 

Course faculty:

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, Head of Curriuclum for the Bond Medical Program within the Faculty Health Sciences and Medicine Bond University, Gold Coast, Australia and Chair of the Student Staff Health committee, Medical Deans of Australia and New Zealand (MDANZ)

Learning outcomes

Through participating in the half day 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:

Course Summary

Educators need to maintain their own wellbeing, and for those who might lead organizational change, to ensure that their academic and clinical communities can thrive. By sharing their experiences and working together to find solutions with feedback from course faculty, participants can collectively enable the much needed and innovative individual and systemic change that is essential to make wellbeing a core dimension across the entire health professions’ education and healthcare continuum. Who should participate in this course: The course will be of interest to anyone interested in supporting learner and faculty wellbeing in health professions’ education and healthcare.

Course faculty:

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, Head of Curriuclum for the Bond Medical Program within the Faculty Health Sciences and Medicine Bond University, Gold Coast, Australia and Chair of the Student Staff Health committee, Medical Deans of Australia and New Zealand (MDANZ)

Learning outcomes

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

• Define Wellbeing
• Recognise Signs of Stress and burnout
• Develop and implement suitable stress reduction strategies.
• Consider the role of resilience in the psychological aspects of wellbeing.
• Apply psychological safety in your environment and set clear boundaries.

Course Format

The curriculum is organised as follows: