The Buzz - April 2024

The Buzz News from the Academy for Collaborative Health Interprofessional Education and Vibrant Excellence (ACHIEVE)

Welcome to the fourth edition of the Buzz – the newsletter of the Academy of Collaborative Health Interprofessional Education and Vibrant Excellence (ACHIEVE)!

In this edition, we will be providing HPE updates from our institutions and partnering Local Health Districts, recent HPE conversations, featured profiles of our members and a review on the first annual ACHIEVE Symposium.

If you have something that you would like included in our next newsletter, please contact us at ACHIEVE@newcastle.edu.au.

Ottawa 2024

Recap of the OTTAWA 2024 Conference - Assessment: Near & Far

By Felista Mwangi

The OTTAWA 2024 conference, themed 'Assessment: Near and Far', illuminated the Melbourne Convention and Exhibition Centre from February 24 to 28, 2024. Experts from around the globe, including The Joint Medical Program’s own Prof Kichu Nair, Dr Aditee Parab, Dr Usha Parvathy, Dr Miriam Grotowski, Prof Jennifer Williams, Prof Brian Jolly, A/Prof Katie Wynne, Prof Jane Bleasel and Prof Bunmi Malau-Aduli, converged to delve deep into the nuanced landscape of assessment in health professions education.

Co-hosted by The International Association for Health Professions Education and Deakin University, this five-day conference began with two days of immersive pre-conference workshops. Then, on February 26, the conference kick-started with an inspiring opening ceremony with heartfelt Welcome to Country remarks.

The stage was set by Prof Iain Martin from Deakin University, whose keynote, 'Generative AI and Assessment in Health Professional Education – Moral panic, ethics, wisdom and technology, what wins out?', ignited passionate discussions about the ethical implications of technology in education. This was followed by symposia, presentations, and poster sessions covering a vast array of assessment-related topics. The day culminated in a captivating keynote by Dr. Marcy Rosenbaum from the University of Iowa Health Care, delving into the intricate web of communication skills and feedback in healthcare education, followed by a delightful welcome reception.

On day two, the spotlight was on Professor Lambert Schuwirth from Flinders University, whose keynote on 'Assessment Reform in a Time of Disruptive Technological Changes' sparked fresh perspectives on adapting assessments to our rapidly evolving world. Discussions of the day followed, ranging from innovative approaches to assessment to the transformative potential of artificial intelligence, capped off by A/Prof Suzanne Schut from Delft University of Technology's keynote on 'Agency and Assessment'.

The final day began with inspiration from A/Prof Courtney Ryder and Kath Martin from Flinders University, who explored 'Strength-Based Assessment Since Time Immemorial', paving the way for enlightening discussions on the role of technology, feedback mechanisms, and academic integrity in assessments. Prof Kevin Eva from the University of British Columbia then took the stage with a powerful keynote, 'Assessment in Health Professional Education: Unveiling Successes, Confronting Challenges, and Paving the Way Forward', marking the conclusion of presentations for the day.

As the conference drew to a close with a memorable Closing Ceremony, delegates departed with a renewed sense of purpose. They had confronted challenges and unearthed opportunities in assessments, from pioneering advancements in programmatic assessment to navigating the evolving landscape of post-pandemic education. The conference had been enlightening, leaving a lasting impact on the future of healthcare education.

How can I learn more?

Follow this link to learn more about Ottawa 2024.

Ottawa 2024 attendees from the University of Newcastle and University of New England

Presenters at Ottawa 2024 (L-R): Dr James Kwan, Professor Kichu Nair, Dr Aditee Parab, Professor Bunmi Malau-Aduli, Associate Professor Subha Ramani

Health Professions Education Updates

College of Health, Medicine and Wellbeing – University of Newcastle

Proud Worimi man, surgeon Kelvin Kong honoured for Indigenous health work

If you had told Kelvin Kong he would be Australia's first Indigenous Ear, Nose and Throat surgeon and receiving an AM at this year's Australia Day celebrations when he was in school, he would've laughed in your face.

"If you had told me when I was at high school or helping mum back in the early days that I'd be a surgeon doing these thingsI'd laugh - there's no way, it's not possible, not physically feasible," he said.

The now prominent doctor and proud Worimi man has humble roots, growing up in Shoal Bay helping his mum – one of Australia's first Aboriginal nurses – provide simple healthcare to family members, while arguing with his sisters over who would get to pull out sutures or do wound dressings first.

"In a lot of my history, there was a desire to be able to give back in health and help in some capacity,” he said.

And that's exactly what he has done through his research and treatment of Aboriginal children with hearing loss and passion for the Indigenous health sector, which has led him to be appointed a Member of the Order of Australia.

To read more about this story, please click here.

College of Health, Medicine and Wellbeing – University of Newcastle

Leaders in Indigenous Medical Education (LIME) Life Award

Prof Peter O’Mara (University of Newcastle) and a Joint Medical Program (JMP) student attended the Leaders in Indigenous Medical Education (LIME) Connection X conference and LIMELight awards in October 2023.

At the LIMELight awards Prof O’Mara was awarded the LIME Life Award for contributions made to the LIME Network over the past 18 years. Prof O’Mara is a member of the LIME Reference Group where he regularly contributes time and cultural knowledge to the LIME Network.

As quoted by LIME, recipients of the award “helped to form an international community of practice between Indigenous medical educators and non-Indigenous medical educators teaching Indigenous content.”

Prof Kelvin Kong – School of Medicine and Public Health, University of Newcastle

Prof Peter O’Mara being presented the LIME Life Award

Joint Medical Program

2024 JMP Phase 1 Fine Tune Retreat

By Felista Mwangi

The JMP Phase 1 Fine Tune retreat, filled with intellectual exchanges and forward-thinking initiatives, took place from the 3rd to 5th April 2024, within the scenic setting of the Tableland Clinical School at the University of New England. The welcome address by Prof Michelle Guppy, Head of the School of Rural Medicine, University of New England in Armidale, set the tone for a profound exploration into the spheres of teaching and learning.

Dr Jessica Bergmann, the Phase 1 Chair, skilfully coordinated introductions and program overview, paving the way for a deep dive into the latest Quality Indicators for Learning and Teaching and JMP Course Experience Survey results by Prof Bunmi Malau-Aduli and Dr Felista Mwangi. The subsequent sessions were Mr Richard Thorpe's insightful session on 'The Accidental Counsellor', Prof Jane Bleasel's visionary 'blue sky thinking' session on the University Accord proposal and reflections on surveys, and the year-specific breakout group discussion titled ‘How can we refresh the course’.

Day two witnessed an upsurge of interactive sessions, from the engaging 'Working Well' session led by Mr Thorpe to Ms Linda Grose's thoughtprovoking exploration of curriculum transformation and breakout group discussions on AI-generated MCQs, OSCEs and SAQs which was followed by Prof Malau-Aduli's presentation on assessments in 2025 and beyond.

The final day sessions included Prof Stuart Wark's illuminating discussion on clinical reasoning and Dr Bergmann's reflective insights on Phase 1 Fine Tune outcomes. After Prof Guppy's wrap-up remarks, the staff left invigorated, their minds buzzing with innovative ideas to shape the future of teaching and learning in Phase 1.

Thanks to the remarkable support from Mrs Melody Gosson, Ms Kelsey Morgan, and A/Prof Elizabeth Cotterell who ensured that the organisation of the event (including catering and accommodation) was impeccable, the retreat experience transcended all expectations to become truly unforgettable.

University of New England

New student representative for UNE Council

Final year medical student (Bachelor of Medical Science, Doctor of Medicine), Dominic Horneman has been elected as the student representative for UNE Council

Dominic’s journey with UNE began in 2016 studying various degrees before commencing the Bachelor of Medical Science, Doctor of Medicine in 2020. He notes that studying both on-campus and as an online student has given him an understanding of the challenges that are present for both cohorts of students, particularly with the impacts following the Covid-19 pandemic.

The priority for Dominic in this role is to establish a proper escalation process for students to be heard by Council. He indicates that this exists for staff and academics, but not for students. He has been in touch with all the colleges and residential leaders, and the next step is to create a network to reach online students.

To read the full article at UNE Connect, click here

Dominic Horneman – Final year medical student and new student representative for UNE Council

Joint Medical Program colleagues coming together for the Phase 1 Fine Tune retreat

Professional Development Series - Share and Enhance Educator Knowledge (SEEK)

ACHIEVE SEEK Workshop - Beyond the Checklist: Best Practices for Developing OSCEs

The first ACHIEVE SEEK Session for the year was presented on February 21, 2024, by Dr Elizabeth Kachur, the Director of Medical Education Development at Global Consulting. The engaging presentation was aptly titled ‘Beyond the Checklist: Best Practices for Developing OSCEs’.

Beginning with a humorous anecdote about her first experience with OSCEs in 1986, which consisted of 25 stations across 4 floors, Dr Kachur immersed the audience in the intricacies of OSCE development. She emphasized the importance of expertise diversity required to run OSCEs, and the need for authenticity, advocating for the use of costumes, where necessary. She urged assessors to navigate OSCEs considering three aspects psychological safety, cognitive load, and biases with care. She explained that implementation involves multiple facets, from orientation to debriefing, and highlighted the Yerkes-Dodson Law as a great tool to evaluate and manage the stress levels students are subjected to.

As the session concluded, attendees got engaged in the Q&A session, reflecting on Dr Kachur’s insights. Her presentation was not just a checklist but a roadmap to excellence in developing OSCEs, enriching the audience’s understanding of this vital assessment tool.

To watch the recording, click here

Presenter at the February 2024 ACHIEVE SEEK Session – Dr Elizabeth Kachur

ACHIEVE SEEK Panel Discussion - Advancements in Generative AI and Assessment Security

The second SEEK Session, held on March 27, 2024, duly titled ‘Advancements in Generative AI and Assessment Security’, was guided by the insightful moderation of Prof Brian Kelly (School of Medicine and Public Health, University of Newcastle).

The stage was set by Prof Kewchang Lee, MD (Endowed Chair in Psychiatry Medical Education, the Program Director of the Consultation-Liaison Psychiatry Fellowship, and the Psychiatry Clerkship Director, Department of Psychiatry and Behavioural Sciences at the University of California, San Francisco) who shed light on the guidelines set forth by 2023 top-ranking universities on the use of AI. Drawing attention to the intricate balance between academic integrity and the integration of AI in assessments, Prof Lee's insights drew attention to the evolving potential of AI use in automated scoring, content generation and providing personalised feedback.

Next, Prof Steven Warburton, the Pro-Vice Chancellor of Education Innovation at the University of Newcastle, highlighted the university’s pioneering efforts through the AI Working Group aimed at promoting staff literacy in AI, ensuring equitable access and ethical considerations. Prof Warburton's vision encompassed a holistic approach to harnessing the power of AI while safeguarding assessment integrity.

The spotlight then turned to Prof Danny Liu (Professor in the Educational Innovation team in the DVC (Education) Portfolio at the University of Sydney), whose passion for human-AI collaboration shone through his presentation. With a focus on preparing students for the dynamic workplace, Prof Liu emphasised the need for incorporating assessments that require human-AI collaboration while maintaining AI-proof assessments for assurance of learning outcomes.

Finally, A/Prof Richard McGee (a paediatric endocrinologist working in southwest Sydney and a clinical educator and researcher at the University of Western Sydney) shared insightful reflections on the changing landscape of knowledge acquisition in the healthcare domain. From invigilated exams to written assignments, his anecdotes painted a vivid picture of the challenges and opportunities posed by AI in maintaining assessment integrity.

The panel discussion was a melting pot of ideas, addressing the variety of opportunities and limitations of AI in assessments. From risk mitigation strategies to ensuring alignment with learning outcomes, the discourse left attendees both challenged and enlightened, eagerly anticipating their role in shaping the future of assessments.

To watch the recording, click here

Presenters at the SEEK Panel Discussion in March 2024:

Top: Prof Kewchang Lee (L), Prof Danny Liu (R)

Bottom: Prof Steven Warburton (L), A/Prof Richard McGee (R)

Featured Topic

Embracing Technology: The Future of Health Education

Short Commentary by Dr Michelle Stubbs (Program Convenor, School of Nursing and Midwifery, University of Newcastle)

In recent years, technology has emerged as a transformative force in health education, offering novel approaches and tools that promise to revolutionise educational practices. Point-of-care ultrasound, digital health records, mobile apps, telehealth, and remote health monitoring have become prominent in healthcare, aiming to enhance services and improve patient outcomes.

While there has been widespread adoption of learning technologies in health education, their potential for driving transformation is not fully realised. Despite serving as substitutes or supplements for traditional learning experiences, there is a notable absence of efforts to redefine the essence of education in this field through technology. This highlights the need for a shift towards more robust utilisation of technology to transform health education.

Technology holds promise in reshaping education by offering innovative learning experiences, facilitating curriculum and teaching methodology. It may empower students to deepen their understanding and broaden their educational horizons. Academics and researchers must carefully consider the integration of technology into education, ensuring alignment with pedagogical principles, addressing issues of equity, and striving for continual enhancement and transformation.

By leveraging technology effectively, educators may create learning environments that simulate real-world scenarios, engage students in interactive learning activities, and provide personalised learning experiences tailored to individual needs. Furthermore, technology may enable educators to adapt curriculum content, keeping pace with advancements in healthcare and ensuring graduates are equipped with relevant skills and knowledge.

However, technology is not a panacea and must be implemented thoughtfully to avoid exacerbating disparities in access and learning outcomes. Ongoing research and evaluation is necessary to assess the effectiveness of technology-enhanced learning strategies

While technology presents opportunities for innovation in health education, its successful integration requires consideration, alignment with educational goals, and a commitment to equitable access and continual improvement. Through collaborative efforts among educators, researchers, and stakeholders, technology may lead to transformative change in how healthcare professionals are educated and prepared for challenges in the future.

Key Points

• Learning technology has potential to transform Health Education, but understanding is incomplete

• Redefining Health Education via learning tech demands rigorous research and collaboration

• Balancing tech use with personal relationships is crucial for Health Education evolution

Dr Michelle Stubbs, School of Nursing and Midwifery, University of Newcastle

Reference:

Grainger, R., Liu, Q., & Gladman, T. (2024). Learning technology in health professions education: Realising an (un)imagined future. Medical education, 58(1), 36–46. https://doi.org/10.1111/medu.15185

Student Stories

University of Newcastle Department of Rural Health

Welcoming Our Yearlong/Rural Immersion Allied Health Students!

The University of Newcastle Department of Rural Health has welcomed our new Yearlong/Rural Immersion Allied Health students. These future allied health professionals are embarking on an enriching journey that blends academic rigour with hands-on experience, all while immersing themselves in the heart of rural communities.

Who Are Our Students?

Over 40 students from various disciplines have joined us for the academic year. From Physiotherapy to Nutrition and Dietetics, Occupational Therapy, Diagnostic Radiography, and Radiation Therapy.

Where Will They Be?

Our students will spend their time at one of three vibrant sites: Coffs Harbour (Gumbaynggirr), Port Macquarie (Birpai), or Tamworth (Kamilaroi).

What’s in Store for Them?

Not only do students undertake a series of placements in one of our rural settings and experience all that rural healthcare has to offer, but they will also experience some of the Department of Rural Health’s additional supports including:

• Professional Experiences in Rural Communities (PERCs): Our students won’t be mere observers; they’ll be active participants. Through PERCs, they’ll dive headfirst into the local community, working alongside seasoned professionals.

• Subsidised Accommodation and Peer Bonding: Our students will share living spaces with peers from different disciplines. Sharing study breaks and meals, these incidental conversations will forge lasting connections.

• Interprofessional Education (IPE): Our academic team believes in breaking down silos. In our IPE program, students from various health disciplines come together to learn with, from and about each other.

• Small Group Teaching: Students will also attend small group tutorials, simulations, hands-on activities, and virtual techniques to support the transition from the lecture theatre to the placement environment.

Support Across Disciplines

While our Yearlong/Rural Immersion students settle in for the long haul, we extend our support to all health disciplines. Students in Speech Pathology, Pharmacy, Nursing or any other health program, can experience our local support while undertaking placements in Armidale, Inverell, Coffs Harbour, Port Macquarie, Moree, Tamworth, and Taree.

College of Health, Medicine and Wellbeing

Growing International Partnerships: Welcoming Students from IMU to the University of Newcastle

By Linda Grose

The College of Health, Medicine and Wellbeing is proud to extend a warm welcome to 14 talented students transferring from International Medical University (IMU) Malaysia. Nine (9) students will be joining the Year 3 of the Joint Medical Program, and 5 students will be joining Year 3 of Nutrition and Dietetics. Continuing a long and thriving partnership between the University of Newcastle and IMU, we are thrilled to welcome the rich diversity and perspectives these students bring to our program.

Despite the challenges of relocating to a new country and commencing studies straight away, the students have demonstrated remarkable enthusiasm and engagement.

After a brief intensive Welcome to Newcastle and Year 3 Medicine orientation program in January, the students have already embarked on NSW Health hospital placements and learning sessions in surgery, medicine and general practice.

The Nutrition and Dietetics students, having recently started their program, are looking forward to beginning their clinical placements later in the year.

The students have this to say about their time so far:

Students and staff from the College of Health Medicine and Wellbeing, University of Newcastle and International Medical University Malaysia

“The University of Newcastle is very supportive and welcoming towards IMU students. The staff are friendly and helpful, and they are always ready to answer any questions we have, no matter whether it is about academics, accommodation, or adapting to student life in Australia.” – Nutrition and Dietetics Student

“The JMP has been a wonderful experience so far. All the facilitators and Y3 JMP staff have been patient and understanding. I have also been blessed to meet kind people who have taken the effort to get to know us, not just from the University but from Newcastle in general ” – JMP Student

Alumna Story Dr Sarah Dineen-Griffen

Senior Lecturer, The University of Newcastle and Chief Investigator and Project Lead, NSW/ACT Government Pharmacy Trials

Dr Dineen-Griffen, a former University of Newcastle student, joins ACHIEVE to talk about her career, her achievements and what advice she would give to up-and-coming graduates.

Her journey began with completing a Bachelor of Medical Science and later a Master of Pharmacy degree at the University of Newcastle which led to pursing a role as an accredited medication review pharmacist. In 2022, she rejoined the University in an academic and research capacity.

“From my experiences as a pharmacist to my roles in academia, each step has enriched my understanding of the field and reinforced my dedication to making a positive difference in healthcare.”

One of Dr Dineen-Griffen’s most notable professional achievements is serving as the lead investigator for two significant grants awarded by the NSW Government. Together, these grants total $8 million. These trials aim to expand the scope of practice for community pharmacists across NSW and ACT, empowering them to prescribe oral contraceptives as well as medications for urinary tract infections and skin conditions. These initiatives have the potential to enhance accessibility to primary health care. Of utmost importance is patient safety, collaboration with other health providers, and integration of pharmacy into the broader primary health care.

She notes that mentorship has been instrumental in guiding and supporting her throughout her career stating that these relationships have been important during transitions into new roles and leadership positions

“Finding a mentor who is an experienced leader but understands the challenges of balancing professional growth with familial responsibilities has provided me with invaluable guidance and perspective.”

For current students or recent graduates entering the workforce or pursuing further education, Dr Dineen-Griffen’s advice is to remain curious and adaptable. The field of pharmacy, like many others, is constantly evolving with new research, technologies, and practices emerging all the time.

“Embrace lifelong learning, stay updated with the latest developments, and don't be afraid to step out of your comfort zone. Also, seek out mentors and professional networks that can provide guidance and support as you navigate your career path.”

To read Dr Dineen-Griffen’s full interview, click here.

Community Profile

Dr Paul Craven

Executive Director of the Children’s Services in the Hunter New England, Executive Director of Medical Services for New England, and Executive Director of networks and streams across the district.

Dr Craven is a Neonatologist, and the Executive Director of the Children’s Services in Hunter New England, including the John Hunter Hospital. He is also the Executive Director of Medical Services for New England, and Executive Director of networks and streams across the district.

Training as a paediatrician in the UK, Dr Craven wanted to come to Australia and work for the retrieval service looking after babies and children in intensive care. He moved to Sydney for five years then arrived in Newcastle, and realised what a wonderful place Newcastle and the Hunter region was.

“I started training as a neonatologist, and loved it, then had the wonderful opportunities of becoming the director of the neonatal unit and director of the children's hospital. Now, I find myself in three roles, and I absolutely love doing what I do every day.”

Within the three roles that Dr Craven is undertaking, there are many opportunities for development of professional programs and achievements in the space. When asked, he noted:

“The best achievement so far has been identifying problems in the system. We’ve also had two fantastic workshops: one trying to address the needs of our junior doctors across the district, and one in which a hundred people came together to try and address the needs of our rural and regional clinicians.”

Dr Craven is very passionate about health professionals’ education. He thinks that education is so imperative, as is multidisciplinary education and working as a team. He said ‘We are never going to do anything alone; we are only ever going to achieve things together. So, providing more disciplinary education, ensuring that we learn together, ensuring that we have common goals, systems, and processes in place, is all going to provide safer and more high-quality care for patients. What we need to ensure is that we care about each other and maintain our wellness in the workplace. Then, we can provide high quality healthcare for patients and improve their long-term outcomes.’ When asked what advice he would provide those in their early careers, he said:

“Do the right thing. Sometimes, the right thing is a hard thing, but it always pays off. Stick with your values and collaborate. Be open and respect and power but remember it’s really important to maintain your own set of values.”

Want to connect?

https://www.linkedin.com/in/paulcraven-b89bb569

To read or watch Dr Craven’s full interview, click here.

Clinical School Profile

Clinical School Updates:

Health Careers Forum inspiring the next generation of health care professionals

The University of Newcastle Department of Rural Health is pleased to announce the resounding success of its Health Careers Forum Events in Taree. The team extend their heartfelt gratitude to the 423 students and 28 schools from Tamworth, Taree and surrounding areas who attended the event, to explore all things medicine, nursing, midwifery, and allied health.

The meticulously designed interactive sessions offered Year 10 & 11 high school students a glimpse into diverse healthcare disciplines and professions including doctors, nurses, pharmacists, radiographers, physiotherapists, midwives, speech therapists, occupational therapists, mental health and more.

When asked about how the event went, the Team had this to say: “We aspire to have ignited a passion for healthcare careers among these students, potentially shaping their academic journey with us in the future. Thank you to our dedicated staff & our own students who helped plan & run the events.”

We are looking forward to the Health Careers Forum events in 2025.

Read more about the success of our initiative in the Manning River Times, the Northern Daily Leader. Watch a video report by the Northern Daily Leader

Manning Clinical School

Taree, NSW

Clinical Dean: Professor Jenny May (Acting)

Manning Clinical School, located in Taree, is equipped with high-quality learning and simulation facilities within a close-knit community. The clinical school is located near Manning Base Hospital and has strong ties with the Hunter New England Local Health District.

Taree is located on rich Biripi country at the heart of the picturesque Manning Valley, between Newcastle and Port Macquarie. It is a major commercial centre of the Barrington Coast.

Home to around 20,000 residents, Taree is surrounded by plenty of pristine beaches, waterways and nature reserves.

Our Students

The University of Newcastle Manning Clinical School offers a relaxed coastal lifestyle without compromising on education and research excellence. Students can access a diverse mix of clinical experiences at Manning Base Hospital and a number of public and private facilities.

At the Manning Education Centre, students can practise their skills and teamwork within the safety of a simulated and supportive environment. A dedicated academic team is available to give students holistic support to achieve their study and career goals. Students also have opportunities to participate in interprofessional learning and community engagement activities (such as Teddy Bear Hospitals with primary school children) run by the Department of Rural Health

Our Facilities

• Advanced simulation centre

• Clinical skills laboratories

• Health library

• Interdisciplinary learning areas

• Multiple seminar, tutorial and meeting rooms

• Student lounge

• Student accommodation (subsidies may be available through the University of Newcastle Department of Rural Health)

Students and staff at the Health Careers Forum in Taree

Our Research

Recent HPE Research

• Interdisciplinarity in Health Education: Updating, Successes and Challenges | Brazilian Journal of Health Review

• Building an Interdisciplinary Workforce for Prevention and Control of Noncommunicable Diseases: The Role of Elearning | The BMJ

• Lesbian, Gay, Bisexual, and Transgender (LGBT) Health Education in Healthcare Professional Graduate Programs: A Comparison of Medical, Nursing, and Pharmacy Students | Journal of Homosexuality

• Virtual Simulation in Healthcare Education: A Multi-professional, Pan-Canadian Evaluation | Advances in Simulation

• ChatGPT and Generative Artificial Intelligence for Medical Education: Potential Impact and Opportunity | Academic Medicine

• Learning Technology in Health Professions Education: Realising an (Un)imagined Future | Medical Education

Do you want to be more involved with research?

Have you published about research and scholarship in Health Professions Education recently?

Let us know!

ACHIEVE offers members the opportunity to bring their expertise to the community by assisting other researchers with peer reviewing and mentoring. If this is something you would like to be a part of, click here.

ACHIEVE is also introducing five research and scholarship sub-groups that will be focusing on different areas of interest in the community. Each group will be led by a well-respected and knowledgeable researcher in the HPE community. These groups are:

• Innovative Teaching & Learning led by Dr Richard McGee (UON)

• Assessment & Feedback led by Professor Stuart Wark (UNE)

• Professionalism and Leadership led by Dr Miriam Grotowski (UON)

• Graduate Outcomes led by Dr Katie Wynne (UON)

• Interprofessional Learning and Wellbeing led by Ms Simone Perry (UON)

We encourage all members to join in on these research initiatives. If you are interested, please fill out this form

Do you want to involve JMP students in your study?

Contact us for approval!

ACHIEVE SEEK Sessions

ACHIEVE is excited to announce our slate of professional development sessions that will run through 2024. The sessions will be on a range of current and engaging topics in health professions education being run by a bevy of local and international academics.

Please see below for a list of SEEK Sessions and their scheduled dates and times:

February 21, 12-1pm | ‘Beyond the Checklist: Best Practices for Developing OSCEs’

March 27, 12-1pm | ‘Advancements in Generative AI and Assessment Security’

April 24, 12-1pm | ‘Faculty Development for Teaching and Assessing Professionalism’

May 29, 10-11am| ‘Leveraging Social Media for Dynamic Learning Experiences’

June 26, 12-1pm | TBA

July 31, 12-1pm | TBA

August 28, 12-1pm | TBA

September 25, 12-1pm | TBA

November 27, 12-1pm | TBA

Titles for sessions from June – November will be released shortly

To view recordings from the February and March sessions, please follow the links above. If you are unable to watch any session live, recordings will be made available shortly after completion.

All recordings from 2024 and previous sessions in 2023 can be found at the ACHIEVE Community SharePoint.*

*Please note that only members can access recordings. If you would like to become a member, please complete this form

Upcoming Events

2024 ACHIEVE Symposium

When: Friday October 25, 2024, 9:00am-1:30pm

Where: Seminar Spaces, Q-Building, Newcastle and Online (Zoom)

Theme: TBA

After the success of the inaugural ACHIEVE Symposium in October 2023, we are excited to announce that on Friday October 25, the second annual ACHIEVE symposium will be held at the Q-Building, Newcastle and online via Zoom.

More information about the event, including the theme and speakers will be announced soon.

If you would like to catch up on the 2023 ACHIEVE Symposium, please click here

ANZAHPE 2024

When: Monday July 1 – Thursday July 4, 2024

Where: Adelaide Convention Centre, Adelaide, South Australia

Theme: Cultivating Innovation

In 2024, ANZAHPE will welcome attendees from across the globe. The conference will feature keynote speakers who are leaders in their field and they will inspire to consider ways we can contribute to cultivating innovation as they have done.

You are invited to join the nurturing community to learn about and share the latest research, scholarship, and practice in health professions education.

If you would like more information on ANZAHPE 2024, please click here

Upcoming Abstract Submission Deadlines

• June 6 | APMEC 2025

• August 25 | AoME 2024

Upcoming Events in 2024:

April

April 18 | ANZAHPE Online Master Class

April 24 | ACHIEVE SEEK Session

April 24 - May 1 | Turnitin Summit 2024

May

May 16 | ANZAHPE Online Master Class

May 29 | ACHIEVE SEEK Session

June

June 20 | Waranara HPER MicroConference

June 20-21 | Assessment in Higher Education Conference

June 26 | ACHIEVE SEEK Session

July

July 1-4 | ANZAHPE 2024

July 10-12 | ASM 2024

July 25-27 | Festival of Nursing

July 26 | Waranara HPER MicroConference

July 31 | ACHIEVE SEEK Session

Is there an upcoming event you would like featured? Click here!

Get Involved with ACHIEVE

As a Staff Member

Staff members who would like to join ACHIEVE will find many benefits in being a part of this network such as:

• Collaborative Research Opportunities: Connect with researchers, educators, and practitioners across diverse health disciplines to collaborate on ground-breaking research and scholarship projects that drive innovation in health professions education.

• Innovative Training Programs: Engage in cutting-edge training programs and workshops designed to enhance your knowledge, skills, and teaching methodologies, empowering you to deliver highquality education to future health professionals.

• Networking Events: Attend regular networking events, conferences, and symposia to connect with professionals from diverse backgrounds, fostering meaningful relationships, and expanding your professional network.

• Leadership Development: Access leadership programs and mentorship opportunities, empowering you to take on influential roles in shaping the future of health professions education and practice.

• Funding Support: Gain access to funding opportunities, grants, and scholarships for research projects, professional development, and training initiatives.

• Online Community: Utilise our user-friendly online platform, featuring discussion forums, resource libraries, and collaboration tools, enabling seamless communication and information sharing among members.

As a Student

Study Options

• Academy of Clinical Educators Certificate

• GP Certificate

• QuAlity

• Post-Graduate Certifications and Degrees

There are many avenues for students to be involved with ACHIEVE through the different study options that will be available.

Study opportunities such as the Academy of Clinical Educators and GP Certificates are currently available for prospective students, and we encourage anyone interested to contact us here for more information.

Stay tuned for more information about the upcoming Health Professions Education Post-Graduate certifications and degrees that will be available through the University of Newcastle

Work-Integrated Learning opportunities also exist for Marketing and Communications students to work with ACHIEVE in creating and distributing marketing materials There are also opportunities to be involved in event management with ACHIEVE for interested students.

Contact Us

(02) 4042 0667

ACHIEVE@newcastle.edu.au

https://www.newcastle.edu.au/research/centre/achieve

ACHIEVE Team

Director of ACHIEVE – Professor Bunmi Malau-Aduli

Head of School and Dean of JMP – Professor Jane Bleasel

Administration – Mr Kelsey Wheaton

Strategic Planning Committee

Lead – Professor Bunmi Malau-Aduli

Members – Professor Jane Bleasel, Professor Kichu Nair, Associate Professor Michelle Guppy, Professor Stuart Wark, Professor Jenny May

Education Committee

Lead – Professor Kichu Nair

Members – Professor Brian Jolly, Professor Brian Kelly, Dr Tanmay Bagade, Dr Miriam Grotowski

Communication Committee

Lead – Professor Darrell Evans

Members – Dr Tanmay Bagade, Dr Susan Heaney, Ms Linda Grose

Research & Scholarship Committee

Innovative Teaching and Learning Approaches

Lead – Dr Richard McGee

Members – Dr Lauren Cone, Dr Eleonora Leopardi

Assessment and Feedback

Lead – Professor Stuart Wark

Members – Dr Graeme Horton

Professionalism and Leadership

Lead – Dr Miriam Grotowski

Members – Dr Penelope Fotheringham, Professor Joerg Mattes

Graduate Outcomes

Lead – Dr Katie Wynne

Members – Dr Julie Burrows, Associate Professor Michelle Guppy, Dr Jessica Bergmann

Interprofessional Learning

Lead – Ms Simone Perry

Members –Dr Gary Crowfoot, Ms Joanne Walters, Dr Hemal Patel