Workshops and Masterclasses

Introduction/Background

As Generative AI (GenAI) becomes increasingly integrated into society, many educators lack self-efficacy in using it effectively. The Global GenAI Survey 2025 indicated that over 60% of faculty have used GenAI, but a vast majority used it minimally, and report scarce time and lack of familiarity as reasons for low integration.1 A dedicated survey of Australian higher education faculty showed similar results, with high prevalence of usage but limited implementation in pedagogical work.2 While there is currently no targeted data available, canvassing of Health Professional Education (HPE) networks indicates that despite recognition of AI’s potential, uncertainty about where to begin often leads to hesitation. This workshop empowers educators with foundational GenAI skills and encourages a problem-driven, collaborative, trial-and-error approach, fostering confidence and an innovation mindset in exploring AI’s educational possibilities.

Methods

The Hot Topic Action Group (HTAG) - Artificial Intelligence Futures includes a Working Group to provide HPE practitioners with skills and confidence to have agency in the new GenAI-enabled educational landscape. Prompt-engineering is one such skill, required to achieve the best outcomes from GenAI platforms. However, instead of (another) presentation, we plan to run a collaborative hands-on “Think and Tinker” sprint aimed at tackling real-life challenges organically proposed by participants or inspired by conference submissions. This approach will foster the innovation mindset – curiosity, creativity, embracing trial-and-error – necessary to become navigators, rather be tossed around by the waves or drifting aimlessly.

Results/Evaluation

Following the session, participants will be invited to further develop of their skills through the HTAG. The workshop’s effectiveness will be evaluated through structured post-event feedback and by monitoring the participants’ engagement in the HTAG.

Discussion

In the rapidly evolving landscape, foundational GenAI skills such as prompt-engineering and an innovation mindset are critical: HPE practitioners must develop these to be able to interpret and influence change, rather than be subjected to it.

References

1. Digital Education Council Global AI Faculty Survey 2025 [Internet]. Digital Education Council; 2025 Jan 20 [cited 2025 Feb 3]. Available from: https://www.digitaleducationcouncil.com/post/digital-education-council-global-ai-faculty-survey

2. McDonald, P., Hay, S., Cathcart, A. & Feldman, A. 2024. Apostles, Agnostics and Atheists: Engagement with Generative AI by Australian University Staff. Brisbane: QUT Centre for Decent Work and Industry. DOI: http://doi.org/10.5204/rep.eprints.252079

Outline of workshop activities

We will apply an active learning approach to this workshop. Following a quick ice-breaking session, we will dive into GenAI definitions and tools, discussing effective prompt-engineering structures to use in the ‘Think and Tinker’ component. To spark participants’ creativity, we will present two GenAI applications successfully developed by facilitators: an agent assisting educators in creating assessment marking rubrics, and a prompt template supporting students’ self-directed learning.

Participants will then brainstorm, in small groups, what problem or area of need they can tackle. Facilitators will provide suggestions around topics of discussion in the ANZAHPE Conference, such as supporting struggling learners, ensuring inclusive assessment practices, or designing interprofessional education activities.

In the ‘Think and Tinker’ component, the small groups will work on platforms available to them to create a satisfactory solution. Facilitators will be a soundboard for ideas and approaches. Successes, failures, and insights from the ‘Think and Tinker’ will be primarily shared via Padlet. To conclude the session, we will provide participants with a reading list, and a list of “Who to follow” to receive curated timely updates on breakthroughs and developments.

Introduction/Background

The Australian and New Zealand Association for Health Professional Educators (ANZAHPE) seeks to promote the career development of health professionals, educators, students, and researchers interested in health professions education (HPE). Through mentorship and a culture of collaboration and respect, ANZAHPE and its members create a supportive environment to share knowledge and experiences to support others to grow. In fact, the nurturing of members is a key priority in the ANZAHPE 2024-2030 Strategic Plan. This ‘Speed Mentoring’ workshop is presented by members of the ANZAHPE mentorship working group and aims to provide an opportunity to support members to have quick fire mentorship conversations with experienced ANZAHPE mentors.

Methods

In facilitated small groups, topics for discussion may 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.

Discussion

After three rounds of small group discussions, participants in this workshop will have: (1) reflected on their career goals, (2) enhanced their awareness of the breadth of expertise among ANZAHPE members, (3) identified networks available to support career development in HPE, and (4) engaged in discussions with colleagues about topics or experiences relevant to their HPE work. Participants will be encouraged to identify goals at the end of the session and workshop presenters will support any networking or professional development goals that may be achieved at the conference.

Outline of workshop activities

In this workshop, participants will be provided with a 10-minute introduction by the presenter. This will include an overview of how mentorship is a core function of ANZAHPE, the ANZAHPE mentorship scheme (to be launched again in 2025) and an introduction to the ethos and process of ‘Speed Mentoring’. Participants will rotate through three small group conversations facilitated by ANZAHPE mentors. Each conversation will be allotted approx. 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.

Introduction/Background

The dynamics of facilitating a clinical/educational conversation (whether a feedback conversation, a coaching session, or a facilitated debrief to patients or colleagues) can be difficult to predict – especially during unexpected moments (for example, an unexpected emotional outburst or defensive comment). Structured models commonly frame our conversational approaches - for example in support of post-event reflections, which are undoubtedly effective in routine debrief contexts (1). However, these structured approaches may be less helpful when the unexpected occurs and facilitators need to be adaptive in their approach. Health professional educators require expertise to effectively navigate routine and non-routine situations. To date, faculty development pathways do not differentiate between routine and adaptive expertise (2). In making this distinction, we stand to gain new insights in facilitating clinical/educational conversations strategies to support a level of expertise to innovate effectively during the most unexpected of moments.

Workshop Aims

● Appraise the strengths and limitations of utilising structured models that supports practice as facilitators of clinical/educational conversations.

● Discuss the courses of routine and adaptive expertise (AE) as they relate to facilitating clinical/educational conversations.

● Formulate a strategy to promote the development of conversational adaptive expertise in their teams.

Methods

Flow of Session

1. Welcome, Introduction (10 minutes):

2. Small Group Discussion (10 minutes): “When unexpected moments have ‘popped-up’ in your clinical learning conversations, and how did you manage them?”

3. Overview of adaptive expertise and its potential for application with unexpected conversational moments (15 minutes):

“Is the ability to innovate in conversational moments innate, learned, or both?”

4. Video Demonstration (20 minutes): Video of a coaching session where an unexpected moment occurs.

5. Small Group Discussion (25 minutes): Implications for training facilitators:

6. Summary and Action Planning (10 minutes)

Discussion

The findings of this workshop aim to spark new insights within our participants in the way think about our communication practices and how adaptive expertise is both revealed and developed.

References

1. Eppich W, Cheng A. Promoting Excellence and Reflective Learning in Simulation (PEARLS): development and rationale for a blended approach to health care simulation debriefing. Simul Healthc. 2015;10(2):106-15.

2. Hatano G, Inagaki K. Two Courses Of Expertise. In: Stevenson H, Azuma H, Hakuta K, editors. Child Development and Education in Japan. New York: W.H. Freeman; 1986. p. 262-72.

Outline of workshop activities

This session will offer participants an interactive opportunity to reflect upon their own journeys as educators and clinicians. Seated in cabaret-style seating arrangement, which is ideally set to promote group engagement, the presenters will facilitate a group discussion considering the strengths and limitations of current approaches in facilitating clinical/educational conversations, and propose a new conceptual lens, adaptive expertise. This lens might shed new light for our practice and educator development processes. A centrepiece of the workshop is a group exercise which invites participants to consider their own local contexts and explore real time and practical implications of viewing clinical/educational conversations through the lens of adaptive expertise.

Intended audience

Healthcare professionals involved in facilitating clinical/educational conversations (including giving feedback, offering coaching, or facilitating post-event debriefing), with any level of experience.

Background

Increase in natural disasters, emerging new infections and blurring of international borders highlights the necessity of including Global Health medicine in medical curriculum. Bond Medical Program offers a unique practical experience of the socioeconomic and cultural determinants of health. We wish to share the impact of such four holistic international placements on students learning and staff’s continuing professional development.

Methods

Bond academics offer a 7-week multi-country hospital and community placement opportunity through their personal networking. Annually, upto eighty clinical years students go to Solomon, India, Taiwan and S. African health care sectors to experience the provision of medical care in a resource poor setting, with supervisors.

Results

Students are exposed to clinical presentations not often encountered in the Australian settings and cater services as supervised junior doctors at multidisciplinary public hospitals providing comprehensive health care to the largely indigent and low-income population. Dealing with the impact of socio-economic health factors such as poor nutrition, emerging infectious disease, poor health literacy and interpersonal violence allows students to broaden their perspectives. Students complete a case report or a research project towards assessment. Staff continuously monitors the placement logistics, safety and learning quality standards. Student and staff feedback helps in maintaining and evaluating the placements.

Conclusion

Comparing and contrasting the case to expected Australian level care of similar patient, students foster a better understanding of global healthcare system, develop resilience and many life -skills like humility, respect, alternative medicine and cultural impacts on health care access. Staying away from home, students emerge as independent global citizens.

International partners commitment, their training, robust communication and transparent contracts are key to sustains such unique international experiences. To keep pace with increasing medical school cohort sizes, executives are pushed to incorporate innovate means to advocate medical graduates as holistic global healthcare professional.

Workshop activities

Complete process from establishing these placements, communication with international partners and the placement team, student handbooks and multiple debriefing, cost budgeting, administration and executive support, travel and accommodation logistics, safety and risk plans, continual professional development and collaborative research opportunities with partner sites will be discussed in the workshops using break-out group discussions with the help of multiple presenters with hands on activities on such themes. This will enable participants to understand the hard work driving the success of such experiences including take-home messages on associated strengths and difficulties in sustaining such placements. We hope that this Workshop will assist other health professional to take away ideas for students standardised quality learning with surge in medical intake. ANZHAPE ‘Community of practice (CoP) in Global health” can be born from this scholarship.

References

1. Finch T et al. Role of Students in Global Health Delivery. Mt Sinai J Med. 2011; 78(3): 373–381. doi:10.1002/msj.20254.

2. Davey KA. Internationalisation of the curriculum in health programs. BMC Med Edu. 2023; 23:285-297. doi.org/10.1186/s12909-023-04271-8

Introduction/Background

The RACGP Aboriginal and Torres Strait Islander Cultural and Health Training Framework is the first of its kind, launched on 21st November 2024 and currently being implemented across the whole of the RACGP. Aboriginal and Torres Strait Islander values, ways of being and doing will be included in general practice education and training across Australia using this framework. As the peak body responsible for training 90% of Australia’s GPs, the RACGP is committed to improving the health of Aboriginal and Torres Strait Islander people by supporting and training our GPs to deliver culturally safe care. This framework was led by Aboriginal and Torres Strait Islander health and, clinical and cultural education experts and will support the growth of a culturally safe GP workforce and the Aboriginal and Torres Strait Islander GP workforce.

The framework outlines the importance of the RACGP encouraging Aboriginal and Torres Strait Islander doctors to train as specialist GPs and how the college and general practice community can best provide support to Aboriginal and Torres Strait Islander colleagues throughout their training and careers.

It also calls for processes to enable all GP trainees and fellowed GPs to undertake cultural safety training as part of their continuous personal and professional journey.

Methods

Focusing on 12 guiding principles, the Framework honours Aboriginal and Torres Strait Islander leadership and embeds Aboriginal and Torres Strait Islander values and culture into the RACGP’s GP training and education program. It uses a strength-based approach and supports work toward a health system that’s free of racism. The Framework’s guiding principles were identified by the Aboriginal and Torres Strait Islander members of the Framework Steering Committee and are supported by First Nations-led research:

This workshop will explore in an engaging and interactive way how these guiding principles can be actualised.

Objectives:

1. Build a relationship with the RACGP Aboriginal and Torres Strait Islander Cultural and Health Training Framework.
2. Develop a shared understanding of the ‘Framework’s Guiding Principles’ and their application in education and training.
3. Identify how the ‘Elements’ of the ‘Framework’ will enhance training and improve workforce equity and health outcomes for Aboriginal and Torres Strait Islander Peoples.
4. Establish key priority outcomes of the ‘Framework’ and strategies for implementation across all areas of education and training.

Discussion

The Framework includes clear recommendations and guidelines for their implementation and aims to lay the foundation for an evolving process through which Aboriginal and Torres Strait Islander values can be centred and amplified – overtime enriching all aspects of GP Training. This workshop aims to provide participants with an opportunity of how this Framework might apply to the valuable work they do across health training and education.

References

The RACGP Aboriginal and Torres Strait Islander Cultural and Health Training Framework can be accessed and a pdf downloaded at this link https://www.racgp.org.au/cultural-and-health-training-framework/home

Outline of workshop activities

Participants will be invited to access the framework prior to the workshop

Desired Pre-reading Framework document https://www.racgp.org.au/cultural-and-health-training-framework/home

• Background and Aims (pages 16-19)
• Serpent dreaming (pages 20-21)
• Guiding Principles (pages 22-26)
• Elements of the Framework (page 30-31)
• Cultural and Health, Education and Training (pages 33-37)
• Cultural Safety (pages 57-61)
• Aboriginal and Torres Strait Islander Health Workforce (pages 75-79)
• Aboriginal and Torres Strait Islander GP Training Pipeline (pages 89-93)

The workshop will consist of several small group activities and tasks using Aboriginal and Torres Strait Islander values, teaching methodologies, narrative dialogues and immersive experiences.

• Connect with our creator Serpent spirit guide.
• Engage with the wisdom of the Guiding Principles
• Immerse in the Framework Elements
• Create a Serpent mural that showcases our collective wisdom

Introduction/Background

Broadly defined, discourse analysis is an approach to examining spoken and written language in social, professional, and educational contexts. For health professions education (HPE) researchers and educators, discourse analysis can make visible salient as well as underlying patterns in learner interactions with patients, supervisors, and members of the care team. Also, it can identify challenges, opportunities, and strategies for learning through interactions1,2.

The aim of this workshop is to introduce participants to the how, what, and why of doing discourse analysis using spoken data from learner HPE interactions. Participants require no technical linguistic or grammatical knowledge other than curiosity about the language of ‘doing’ and learning healthcare.

Methods

Our approach to discourse analysis is informed by applied linguistics. We will consider the discourse contexts of students’ clinical learning (Mapping healthcare discourses in context), identify the interactional texts in which students can and might engage (Identifying learner genres). We will also examine the speech functions and language choices in learners’ healthcare interactions (Examining interactional patterns: e.g. question, response, clarification in a handover phone call). Texts for discussion and analysis will be drawn from the presenters’ research in the contexts of handovers, team meetings, and supervisor-patient-trainee interactions.

Results/Evaluation

Participants will be supported to develop a HPE discourse map tailored to their HPE clinical learning settings, and the interactional and learner genres in which students might engage in those settings. The guided analysis of a trainee-advice phone consultation to a senior clinician will make visible the types of meanings including co-construction and scaffolding that discourse analysis can identify.

Discussion

This workshop assists participants to see researching and teaching healthcare communication and learning healthcare as more than communication skills: it provides introductory analytical tools to make meaning of the complex healthcare discourse environment which students and trainees navigate and engage in.

References

1.Woodward-Kron R. Let’s talk about discourse analysis for health professional education: What, why and how. Focus on Health Professional Education. 2020;21(2):63-74.

2.Imafuku R, Saiki T, Woodward-Kron R. Revisiting discourse analysis in medical education research. Int J Med Educ. 2022;13:138-142. doi:10.5116/ijme.6278.c1b7

Outline of workshop activities

1. A definition of discourse analysis and the key concepts of language and context, discourse, genre, speech functions, and register in the context of health professions. (20 min)

Activity one – Familiarisation language and context: the presenters will provide examples of the above concepts. Participants in pairs/ groups categorise these based on their intrinsic but tacit knowledge of discursive practices as HPE professionals. From this activity we will create a visible glossary of terms with examples to refer to throughout the workshop. (10min)

2. Healthcare discourses and context. Julia Paxino will outline her rehabilitation interprofessional communication discourse map and its development. (15min)

Activity two part 1 Developing a learner HPE Discourse map: participants in small groups will identify a workplace environment /context (e.g emergency department, nursing home) and brainstorm the text types clinicians engage in to do clinical work.

Part 2. Participants identify what communication activities students will engage in these contexts (Learner genres), including barriers and enablers. (15min)

3. Guided full group activity: Analysing speech functions in a simulation advice seeking phone call. How does the registrar scaffold the trainee’s handover discursively? (20min

Wrap up discussion: how can these analytical tools be adapted to participants’ research and teaching contexts.

Introduction

Medical practice is emotionally demanding, yet discussions about emotions are often neglected in medical education and professional development. The culture of medicine privileges cognitive skills and a composed demeanour, often at the expense of emotional expression. Emotional suppression, reinforced through a hidden curriculum, can harm physician well-being, contributing to burnout and affecting patient care1.

Methods

This workshop addresses these issues using key frameworks:

• Goffman’s dramaturgical theory foregrounds the theatrical aspects of professionalism, where individuals manage their behaviour to present a composed demeanour.
• Hochschild’s emotional labour focuses on the effort required to control emotions in workplace interactions.
• Foucault’s theory of surveillance highlights how constant observation shapes behaviour and emotional self-regulation.

Participants will explore these frameworks through activities and discussions to better understand the balance between emotional authenticity and professional norms, enhancing emotional literacy.

Aims

The workshop aims to contribute to global conversations on the tension between professionalism and emotional authenticity in healthcare. It seeks to normalise emotional discourse, promoting cultures where emotional authenticity is valued, improving well-being, reducing burnout and enhancing patient care.

Discussion

Navigating and regulating emotions is a crucial, often overlooked, component of medical practice. Without emotional literacy, healthcare professionals are at risk of burnout, job dissatisfaction, and reduced empathy. Addressing this gap requires integrating structured opportunities for emotional awareness, reflection and emotion management strategies into health professions education, fostering a culture where meta-emotional intelligence2 becomes central to professional practice and well-being.

Outline of Workshop Activities

1. Setting the Stage (5’)

2. Theoretical Frameworks (15’)

3. Emotional Work (20’)

4. Surveillance and Emotional Self-Regulation (20’)

5. Emotional Authenticity (20’)

6. Concluding remarks (10’)

Background

The transition to internship (TTI) period comprises unique challenges as students develop new skills, have to apply knowledge in unfamiliar contexts, and must employ non-technical skills that they may not have had much chance to practice during placement. Given that TTI often occurs at the end of a busy year, and often post-exams, students can be reticent to apply themselves to learning, requiring novel approaches by educators to engage them and give opportunity to learn the skills they’ll need.

Methods

Over the past few years final year medical students at UWA have participated in educational escape rooms as part of their Transition to Internship activities, being given a set length of time to uncover a story and solve a case to escape a room adapted to the purpose. The rooms have been focused on solving medical problems using both intern-appropriate technical, and non-technical skills, and rely on low tech and inexpensive elements. Student feedback was collected informally during the first year by means of detailed oral and written feedback, and formally last year through pre- and post- activity surveys. Students from other year groups and interns who did the rooms themselves are now also involved in escape room development.

Discussion

Despite the low-tech nature of the escape rooms, student feedback has been overwhelmingly positive, leading to an ongoing program of escape room development for final year students in their pre-internship activities. Students and interns are now involved in escape room development and delivery.

[Last year’s study is presented in detail by a student via a second abstract for oral presentation.]

Outcomes

• Understand the strengths and limitations of escape rooms in the setting of transition to clinical practice
• Apply basic principles of escape room design to identify key skills and generate learning outcomes
• Design an initial framework for a low-cost and engaging escape room that can be implemented in their setting

5mins: Introduction to topic, overview of the strengths and limitations of escape rooms in addressing transition to internship challenges

5mins: Overall development of an escape room in terms of building a story and identifying key medical knowledge and skills that will be taught, with examples

15mins: Small group activity- participants will work in small groups to generate their own story line and identify key skills to address desired learning outcomes

10mins: Making the story come alive: low-cost props, puzzles, and room design

15mins: Small group activity- participants will build out their story by identifying key props & building their room design to create realism for student participants

30mins: Small group activity- participants will try out various puzzles and codes from our experience to spark creativity and then work in small groups to develop puzzles to support their story and target learning outcomes

10mins: Wrap up & Q&A

Introduction/Background

Conventional learning in health education often involves limited interaction and engagement from adult learners. This reduces the retention of key learning points and limits collaborative learning opportunities. Healthcare providers are highly-educated individuals that work in high-stress environments requiring rapid decision-making and procedural competence. Education programs often inadequately challenge learners in a way that is meaningful for their professional development.

Escape rooms have been shown to highlight communication and human factors in problem-solving. Escape-room-style puzzles combined with simulation have been used at PCH as a novel way to deliver healthcare education. They enhance health carers’ ability to make decisions under pressure, work collaboratively, and develop their practical skills. This format for delivering education is engaging, enjoyable, and can be tailored to suit a variety of target audiences.

Methods

The workshop will involve an introduction to simulation-based learning, focusing on the use of interactive problem-solving as a way to engage healthcare learners. We will demonstrate a short simulation escape room in action. Participants will then have an opportunity to act as the ‘learner’ by completing an escape-room style puzzle activity. Finally, participants will progress on to applying their new learning through the creation of their own puzzle relevant to their area of healthcare.

Aims for Pre-Conference Workshop

This workshop aims to demonstrate the benefits of immersive simulation and problem-solving activities as part of healthcare education. It also aims to equip participants with an understanding of techniques that they can use in their own setting to increase adult learners’ engagement and retention of key learning points.

Discussion

Healthcare education delivered through the use of non-confrontational, psychologically safe problem-solving simulation activities results in enhanced critical thinking, fosters greater team collaboration and communication, and reinforces clinical knowledge and practical skills. Workshop participants will gain an introduction to how they can use escape-room-style simulation activities in their own delivery of educational content.

Outline of workshop activities

All presenters are actively involved in delivering interactive content to health professionals at PCH, and are experts in engaging adult learners. The presenters will use multimodal delivery involving both demonstration and brief slides to initially engage the audience in the context and aims of the workshop. The audience will then actively participate by getting ‘hands on’ as they attempt to solve an existing escape-room-style puzzle, before being challenged to collaboratively create a short puzzle applicable to their area of healthcare. The experiences and learnings from the workshop will contribute to a feedback loop with the workshop facilitators to develop and refine participants’ understanding and skills in puzzle-based simulation education going forward.

Background

Despite best intentions, teams often do not align their efforts and fail to learn from experiences. One potential solution is team reflexivity (TR), which is a team’s collective ability to reflect on goals, processes and outcomes to foster adaption and learning. For example, debriefings are a form of TR which meta-analyses show enhance team performance significantly. In healthcare, debriefings are integrated into simulation education and increasingly embedded after relevant clinical events. Unfortunately, these same TR practices are less frequent in educational teams, leading to inefficiencies and suboptimal student experience. Briefing, just-in-time team huddles, and debriefings are theory-informed practices, helping teams to consolidate learnings, navigate challenges, and enhance performance. This workshop focuses on equipping educators the knowledge and tools to embed team reflection into their work.

Intended Outcomes

1. Explain the concept and benefits of TR in health professions education.
2. Identify key practices for embedding TR, including briefing, team huddles, and debriefing.
3. Implement strategies to promote TR in their educational teams

Workshop Flow

1. Welcome, Introductions (10 min)

2. Large Group Discussion (10 min): "How does your team reflected together?”

3. Overview of TR (10 min):

4. Small Group Activity: Applying TR Practices (20 min)

5. Practical Strategies and Tools for TR (20 minutes)

6. Group Discussion: Barriers and strategies to overcome them (10 minutes)

7. Summary and Action Planning (10 minutes)

Introduction (10 minutes)

The team leader will outline the learning outcomes, purpose, development, and implementation of our high-fidelity AIVP platform.

Session 1: Demonstration of a High-Fidelity AIVP (20 minutes)

This session will introduce the fundamental concepts of AIVP design. We will deliver a live demonstration of a high-fidelity AIVP simulating a patient with abdominal pain and discuss its features and specific considerations for its design.

Session 2: Hands-On Activity – Developing Prompts for a New AIVP (30 minutes)

Participants will be provided with a set of prompts for an AIVP that they can edit electronically to create a new patient with a new presenting pathology. The script will include structured elements such as greeting, symptom inquiry, differential diagnosis, investigations, management expectations, and feedback framework.

Session 3: Trialling New AIVP (20 minutes)

Participants will be encouraged to pair up, review each other’s prompts, and test their creations by putting them into a lower-fidelity platform on ChatGPT (mobile devices or laptops).

Conclusion (10 minutes)

The session will conclude with a summary of key points covered during the workshop and an opportunity for participants to provide feedback on the high-fidelity AIVP, and the effectiveness of the low-fidelity AIVPs they have created during the session.

Introduction/Background

Clinician educators play a critical role in fostering interprofessional practice (IP), where diverse health professionals collaborate to deliver patient-centred care. Effective IP enhances healthcare outcomes by addressing complex patient needs through teamwork. However, real-world implementation is often hampered by performance variations, power dynamics, and barriers to delivering constructive feedback across professional boundaries.

Across all healthcare professions, clinician educators play an instrumental role in bridging theory and practice by supporting teams to develop the skills, frameworks, and culture needed for effective interprofessional feedback. Through organisational support and targeted educational strategies, they promote continuous improvement in workplace learning and health outcomes.

Methods

This workshop integrates research-based frameworks and a case study to demonstrate how interprofessional feedback enhances collaborative practice. It examines team evaluation, dialogue, and shared accountability while addressing challenges like professional hierarchies, trust deficits, and logistical constraints. The critical role of clinician educators in overcoming these barriers and embedding feedback within team workflows is emphasised.

Aims

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

1. Describe how interprofessional feedback supports workplace learning and collaborative care.
2. Recognise clinical educators’ roles in addressing barriers to interprofessional feedback.
3. Apply strategies to implement interprofessional feedback in healthcare teams.
4. Demonstrate insights into potential research directions on the impact of interprofessional feedback.

Discussion

The learnings generated in this workshop will serve as a foundation for expanding the use of interprofessional feedback in workplace learning. Participants will leave with practical insights and skills to cultivate environments that support teams to give and receive interprofessional feedback.

References

Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527-540.

Bearman, M., Ajjawi, R., Castanelli, D., Denniston, C., Molloy, E., Ward, N., & Watling, C. (2023). Meaning making about performance: A comparison of two specialty feedback cultures. Medical Education, 57(11), 1010-1019.

Outline of workshop activities

1. Welcome and Introduction (10mins)

2. Group Activity (10mins)

3. Case Study (20mins)

4. Concept Exploration (20mins)

5. Strategy Development (20mins)

6. Reflections (10mins)

Rural and remote clinical placements require consideration of many aspects besides clinical learning. A recent publication on quality rural student placements (Green et al., 2022) identified key features of what makes a quality rural placement. With these parameters, educators must translate this in partnership with universities, students, health professionals, and rural and remote communities.

This session will actively explore how rural placements are designed, with participants sharing their experiences and processes on placement design. Facilitators from the WA Centre for Rural Health will highlight their challenges and successes in service-learning models in rural and remote areas and explore the impact of cultural learning, interprofessional learning and placement length. Models of placement used at the WA Centre for Rural Health will be shared and discussed.

Key issues for exploration in this workshop session include:

• What models are used for rural and remote placement design in Australia?
• How are features of a quality rural placements translated into practice?
• How can educators collaborate more effectively to enhance learning in rural and remote areas and benefit rural and remote communities
• What could be included in best practice guidelines for rural and remote placements

For health professional educators, the landscape of assessment is undergoing rapid changes. It is challenging to speedily respond to these changes and translate these into practical strategies and approaches in assessment so that health professional programs are “embracing the future”, the ANZAHPE 2025 Theme. This Assessment Masterclass will focus on key areas so that participants will be able to gain an evidence-based and pedagogically-informed strategic and practical understanding of some contemporary challenges in assessment, and develop skills in how to respond and apply appropriate strategies to their own program:

1. Taking the big picture: knowing your assessment design at individual assessment level and system level forms an overarching and comprehensive quality system of assessment.
2. Clearing the bar: assuring accreditation bodies about quality of assessments in your health professional program.
3. Choices with impact: when resources are limited, knowing what to prioritise and what can be let go.

WHO SHOULD PARTICIPATE

Educators with a leadership role in assessment

Course faculty:

Professor Sandra Kemp BHMS(Ed), MA, PhD Sandra Kemp is Deputy Dean, Innovation and Scholarship, Medical Education at the Graduate School of Medicine, University of Wollongong, Australia. She is Professor of Medical Education and has worked extensively with health professional educators globally in United Kingdom, Ireland, Sweden, Malaysia, Singapore, and Indonesia, to design and implement quality assessment systems and practices. She has held key leadership roles in establishing new medical schools.

Professor Jen Williams BA, BSc, MBBS, FACEM, MClinEd, GAICD Jen Williams is the foundation Dean of Medicine at Queensland University of Technology and a senior staff specialist emergency physician with the Sunshine Coast Hospital and Health Service. Jen has held various educational leadership positions in the tertiary and health sectors and national committee roles for the Australian Medical Council, Australasian College for Emergency Medicine and the Australian Medical Association. She provides assessment consultancy for Australian and international institutions.

Professor Katharine Boursicot BSc, MBBS, MRCOG, MAHPE, NTF, SFHEA As Director of HPAC, Singapore, Katharine Boursicot offers consultancies and specialised courses on assessment. She chairs the Assessment Panel for the AMEE ASPIRE Awards, and has led the Consensus Group on Performance Assessment for the Ottawa Conferences in 2010 and 2020. She has advised on numerous international initiatives across medicine, dentistry, veterinary medicine and nursing, physiotherapy and pharmacy.

Learning outcomes

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

• Review own system of assessment for quality and inform next steps.
• Plan and select appropriate evidence for accreditation bodies.
• Evaluate priorities for assessment impacted by low resourcing in program.

Course Format

The four-hour Masterclass will comprise short presentations, hands-on group work and whole-group discussions. It will include practical tools and examples that can be contextualised by participants for their own health professional programs.

Course Summary

The 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 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 Curriculum 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:

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

This Masterclass is recognised as part of AMEE's ESME 'Essential Skills' portfolio. Participants wishing to pursue further studies to receive an ESME certificate are eligible for a discount on qualifying courses. Contact the AMEE team on courses@amee.org for more details of current and forthcoming certificate courses and fees.