GPME August event 2017 - workshops in detail
FRIDAY MORNING - SESSION 1
HealthPathways – an elegant solution to many, many problems in medical education.
Hilton Koppe
HealthPathways is an on-line information portal which offers evidence-based best practice guidelines and applies these to the specific needs of communities around Australia. Each pathway contains locally contextualised information about patient assessment, management and referral. This interactive workshop will demonstrate how HealthPathways can assist with a range of educational activities within the framework of GP training, including in-practice teaching, small group learning, workshops and self-directed learning for medical students, registrars and experienced GPs. Participants are invited to bring along a web-enabled device which they will be encouraged to use during the session.
Target audience – All educators
Hilton Koppe
HealthPathways is an on-line information portal which offers evidence-based best practice guidelines and applies these to the specific needs of communities around Australia. Each pathway contains locally contextualised information about patient assessment, management and referral. This interactive workshop will demonstrate how HealthPathways can assist with a range of educational activities within the framework of GP training, including in-practice teaching, small group learning, workshops and self-directed learning for medical students, registrars and experienced GPs. Participants are invited to bring along a web-enabled device which they will be encouraged to use during the session.
Target audience – All educators
What is the use of educational theory? Enriching educational practice with educational theory.
James Brown
Educational theory is invaluable in developing solutions to educational problems. Educational theory also provides for a shared language and shared frameworks for communities of educators to work collaboratively in developing programs of educational delivery and research. There are multiple educational theories each with a different lens and different tools for bringing to bear on an educational problem. This workshop will; explore the use of educational theory, introduce key educational theories, and provide participants with an experience of using educational theory to solve educational problems.
Target audience – All educators
James Brown
Educational theory is invaluable in developing solutions to educational problems. Educational theory also provides for a shared language and shared frameworks for communities of educators to work collaboratively in developing programs of educational delivery and research. There are multiple educational theories each with a different lens and different tools for bringing to bear on an educational problem. This workshop will; explore the use of educational theory, introduce key educational theories, and provide participants with an experience of using educational theory to solve educational problems.
Target audience – All educators
Why is ’Learning the lines’ not enough? Emotional illness scripts in Medical education.
Bec Stewart, Karen Aarons
Medical Educators are often asked to assist Doctors that have trained outside Australia to improve their communication skills and the contextual application of their applied clinical knowledge. Those experienced in this area of assistance often find themselves offering words verbatim for the doctor to use, and trying to assist in the development of emotional illness scripts that we take for granted having lived, trained and worked in Australian Healthcare.
Where do we learn our language around empathy?
How do we teach this?
And how do we integrate better context, language and culture into our teaching?
Target audience – New medical educators, experienced and lead educators, GP Supervisors
Bec Stewart, Karen Aarons
Medical Educators are often asked to assist Doctors that have trained outside Australia to improve their communication skills and the contextual application of their applied clinical knowledge. Those experienced in this area of assistance often find themselves offering words verbatim for the doctor to use, and trying to assist in the development of emotional illness scripts that we take for granted having lived, trained and worked in Australian Healthcare.
Where do we learn our language around empathy?
How do we teach this?
And how do we integrate better context, language and culture into our teaching?
Target audience – New medical educators, experienced and lead educators, GP Supervisors
FRIDAY AFTERNOON - SESSION 2
Accentuate the Positive
John Buckley, Marisa Magiros
Note: This workshop is a repeat of the one conducted at GPTEC 2017, for those who missed out on attending.
Doctors are conditioned to learn from adverse outcomes in order to avoid future errors. In medicine we rarely focus on positive clinical experiences as valid learning opportunities to engender future behavioural or systems change. Cultural change is difficult. It is important that we help registrars to feel confident and competent in all domains of general practice. Understanding why things have gone well and how this can be replicated in the future or even improved upon, reinforces effective behaviour.
This interactive workshop will utilise a reflective cycle activity to unpack positive clinical experiences (e.g. positive patient encounters, good patient outcomes) as a learning tool for clinical reasoning. A demonstration will precede small group practice.
Participants are requested to come prepared with a positive clinical encounter they are willing to share with their peers in the small group work.
Target audience – All medical educators
John Buckley, Marisa Magiros
Note: This workshop is a repeat of the one conducted at GPTEC 2017, for those who missed out on attending.
Doctors are conditioned to learn from adverse outcomes in order to avoid future errors. In medicine we rarely focus on positive clinical experiences as valid learning opportunities to engender future behavioural or systems change. Cultural change is difficult. It is important that we help registrars to feel confident and competent in all domains of general practice. Understanding why things have gone well and how this can be replicated in the future or even improved upon, reinforces effective behaviour.
This interactive workshop will utilise a reflective cycle activity to unpack positive clinical experiences (e.g. positive patient encounters, good patient outcomes) as a learning tool for clinical reasoning. A demonstration will precede small group practice.
Participants are requested to come prepared with a positive clinical encounter they are willing to share with their peers in the small group work.
Target audience – All medical educators
Medical Educator PD 101
George Zaharias
Currently there is no course for Medical Educators (MEs) to learn their skills. Most MEs probably gain their skills by being thrown into the deep end and learning from more experienced educators.
The idea of specific medical educator PD was explored at a GPME workshop in May this year. This workshop will continue that exploration and try to define what a training course for MEs might look like. Attendance at the May workshop is NOT a prerequisite to attending this workshop. Anyone who is interested in ME PD is welcome to come and brainstorm.
Target audience – All medical educators
George Zaharias
Currently there is no course for Medical Educators (MEs) to learn their skills. Most MEs probably gain their skills by being thrown into the deep end and learning from more experienced educators.
The idea of specific medical educator PD was explored at a GPME workshop in May this year. This workshop will continue that exploration and try to define what a training course for MEs might look like. Attendance at the May workshop is NOT a prerequisite to attending this workshop. Anyone who is interested in ME PD is welcome to come and brainstorm.
Target audience – All medical educators
Skinning the cat! The AGPT curriculum is delivered in many ways, what do you do?
Cat Kirby, Merryn Smith, James Brown, Susan Wearne.
This workshop will contribute to a project that aims to detail how the AGPT program is delivered, and its pedagogical basis.
Each RTO aims to graduate GPs who are ready to undertake independent practice. Within the boundaries of AGPT and College requirements we all do things a little differently. This workshop is aimed at examining and sharing the range in which we each deliver core components of AGPT, understanding the contextual drivers to the differences and learning from each other in developing our own programs. There will be a brief initial overview of the generic components of the AGPT and current pedagogical evidence that informs these approaches. The group will then break into subgroups to examine the ways in which each of their RTOs approach core components of training including work based learning, workshops, on-line support of training, mentoring and formative assessment. Each group will report back to the main group with key recommendations on educational delivery of the component of training they discussed, what is done and what pedagogical evidence lies behind it.
The group discussion in this workshop may be audio (only) recorded for research purposes. Any transcripts made from the recordings will be de-identified. Please let the facilitators know if you do not wish to be audio recorded during this workshop.
Target audience – All medical educators
Cat Kirby, Merryn Smith, James Brown, Susan Wearne.
This workshop will contribute to a project that aims to detail how the AGPT program is delivered, and its pedagogical basis.
Each RTO aims to graduate GPs who are ready to undertake independent practice. Within the boundaries of AGPT and College requirements we all do things a little differently. This workshop is aimed at examining and sharing the range in which we each deliver core components of AGPT, understanding the contextual drivers to the differences and learning from each other in developing our own programs. There will be a brief initial overview of the generic components of the AGPT and current pedagogical evidence that informs these approaches. The group will then break into subgroups to examine the ways in which each of their RTOs approach core components of training including work based learning, workshops, on-line support of training, mentoring and formative assessment. Each group will report back to the main group with key recommendations on educational delivery of the component of training they discussed, what is done and what pedagogical evidence lies behind it.
The group discussion in this workshop may be audio (only) recorded for research purposes. Any transcripts made from the recordings will be de-identified. Please let the facilitators know if you do not wish to be audio recorded during this workshop.
Target audience – All medical educators
Mini Open Space
For educators who would like to discuss topics of interest with like minded colleagues. this Open Space is just one of the concurrent workshop activities for the afternoon.
Target audience – All medical educators
For educators who would like to discuss topics of interest with like minded colleagues. this Open Space is just one of the concurrent workshop activities for the afternoon.
Target audience – All medical educators
