ANZAHPE 2024
ANZAHPE 2024 Conference in Review
By Felista Mwangi and Linda Grose
The ANZAHPE 2024 conference, themed 'Cultivating Innovation', illuminated the Adelaide Convention Centre from July 1 to 4, 2024. Experts from around the globe, including The University of Newcastle’s current and conjoint academics Professor Kichu Nair, Professor Bunmi Malau-Aduli, Ms Linda Grose, Associate Professor Graeme Horton, Dr Jessica Bergmann, Dr Eleonora Leopardi, Associate Professor Daphne James, Dr Nara Jones, Associate Professor Conor Gilligan, Dr Jessica Elhosni, Professor Rohan Walker, Ms Kelly-Jean Burden, Ms Shevani Pothugunta, Dr Rhys Rodrigues, Dr Meredith Tavener, Mrs Kelly Squires, Mrs Rachel Fehlberg, Dr Clint Newstead and Professor Ian Symonds, converged to explore the intricate facets of health professions education.
Hosted by the Australian and New Zealand Association for Health Professional Educators, the four-day conference kicked off on July 1 with captivating pre-conference workshops and an evening welcome event, setting the stage for an engaging and insightful week. The excitement continued on July 2 with a stimulating opening ceremony featuring a heartfelt Welcome to Country. Dr Naomi Steenhof from the University of Toronto launched the first plenary session with her thought-provoking presentation, “Health Professions Education: Field to Fork.” Her insights set the tone for a series of dynamic posters and concurrent sessions exploring topics such as workplace education, curriculum design, technologyenhanced learning, interprofessional learning and equity, diversity, and inclusion.
Following on, Associate Professor Kirsty Freeman from the University of Western Australia delivered a touching and thought-provoking talk, “Navigating Impostorism: Fostering Psychological Safety in Health Professions Education.” The reflections resonated deeply with attendees. The day concluded with a delightful conference dinner, allowing delegates to network and unwind.
On the final day, Professor Shane Hearn from Bond University captivated the audience with a presentation titled “Endurance and Adaptation: 65,000 Years of ‘Cultivating Innovation’.” This was followed by engaging posters and concurrent sessions, keeping the delegates thoroughly engrossed. The climax featured a joint plenary session presentation by Professor Lambert Schuwirth of Flinders University and Professor Carolyn Semmler from the University of Adelaide, titled “AI is Here to Stay: How Will Education and Assessment Adapt?”
The conference concluded with a closing ceremony and fellowship awards, leaving delegates inspired and equipped with renewed purpose to innovate and elevate health professions education.
How can I learn more?
Follow this link to learn more about ANZAHPE 2024.
Participants at ANZAHPE 2024 (L-R): Dr Eleonora Leopardi, Dr Jessica Elhosni, Associate Professor Conor Gilligan and Ms Linda Grose (in front) and Dr Elena Pascoe, Dr Jessica Bergmann, Associate Professor Daphne James, Dr Nara Jones, Professor Ian Symonds and Associate Professor Graeme Horton
Health Professions Education Updates
School of Medicine and Public Health – University of Newcastle
Congratulations - Professor Jenny May's appointment as Australia's National Rural Health Commissioner
Please join us in congratulating and celebrating ACHIEVE member, Professor Jenny May AM’s appointment as Australia's National Rural Health Commissioner.
Jenny is the inaugural Betty Josephine Fyffe Chair in Rural Health and Director of the University of Newcastle Department of Rural Health at Tamworth.
The appointment was announced in June by Minister for Health and Aged Care Mark Butler. As Minister Butler notes: “The Government welcomes the appointment of Professor Jenny May to the role of National Rural Health Commissioner. Jenny’s experience, expertise and drive will help continue the reforms necessary to build better models of care suited to the needs of people living outside of our cities”.
In this role, Jenny will provide health policy advice and advocacy for reforms that enhance access to safe, quality, and affordable healthcare in rural, regional, and remote areas.
Jenny’s appointment as Australia's National Rural Health Commissioner begins on 2 September 2024.
University of Newcastle
Australian-first network to drive collaboration across digital health research and education
The University of Newcastle has been announced an inaugural member of an Australian first, national, crossuniversity network that will advocate for, and advance digital health, through collaboration and evidence-based research.
The Digital Health Cooperative Research Centre (DHCRC) has launched the Australian Council of Senior Academic Leaders in Digital Health, which will harness the combined academic power of leaders from across the 34 founding member universities to advance the application of digital technology, informatics and data science to health in Australia
To read more, click here
Professor Jenny May – School of Medicine and Public Health, University of Newcastle
The University of Newcastle joins the DHCRC as an inaugural member
School of Psychology – University of New England
UNE first in the field of psychology with fully simulated online placements
Students of psychology at the University of New England (UNE) are the first in the nation to be completing some of their placements in a fully simulated, online environment. The simulated placement was developed by a team of UNE psychology academics to address barriers faced by rural and remote students to complete mandatory placements.
With this addition, UNE was the first institution to offer a Master of Professional Psychology which can be completed fully online from anywhere in Australia. With the move to the simulated placement, all requirements of the Master of Professional Psychology at UNE, including the intensive schools, are offered online to overcome student barriers and increase student access.
Dr Kylie Rice said the team identified two major issues with existing practice-based psychology placements that were preventing students from progressing their studies.
“First, there was considerable variability in the quality of learning opportunities and competencies developed across placements,” Dr Rice said.
“Second, placement opportunities were limited for rural and remote students due to the dearth of access to appropriately supervised placements,” she said.
A program evaluation survey found that 100% of students completing the unit improved in both competency and confidence about entering practice in their internship year, the final year of training before gaining General Registration as a psychologist.
View the full story on UNE Connect, here.
Adjunct Professor Debra Dunstan, Dr Kylie Rice, Dr Amanda Jefferys and Dr Clara Murray receiving Australian Award for University Teaching for their efforts
University of Newcastle
Congratulations – Alumna Professor Ngiare Brown Receives an Honorary Doctorate from the University of Newcastle
ACHIEVE would like to congratulate University of Newcastle alumna, Professor Ngiare Brown on being awarded an honorary doctorate from the University of Newcastle (Doctor of Medicine).
Ngiare is a proud Yuin nation woman from the south coast of NSW. She is passionate about Aboriginal and Indigenous health, child safety and adolescent development, and building the evidence base that demonstrates connection across culture, resilience and wellbeing.
Ngiare was one of the first Aboriginal medical gradates in Australia. She completed her medical degree at the University of Newcastle in 1992 and graduated with a Masters in Public Health and Tropical Medicine from JCU in 2000. She is a Fellow of the Royal Australian College of General Practitioners and is currently undertaking doctoral research in Aboriginal child protection.
In 2023, Professor Brown made history as the first female and first Indigenous Chancellor at James Cook University.
She is a long-time advocate for better Indigenous health outcomes and has developed extensive national and international networks in Indigenous health, including engagement with the United Nations.
Professor Ngiare Brown receiving her honorary doctorate from the University of Newcastle
Professional Development Series - Share and Enhance Educator Knowledge (SEEK)
ACHIEVE SEEK Workshop - Institutionalising Professionalism in Health Professions Education
The 3rd SEEK session, ‘Institutionalising Professionalism in Health Professions Education,’ held on April 24, 2024, brought together experts for an insightful discussion moderated by Dr Esther Robinson from the School of Medicine and Public Health, University of Newcastle.
Dr Miriam Grotowski (Senior Lecturer in Medicine, the JMP, and Clinical Dean of Peel Clinical School, University of Newcastle) kicked off the session with compelling statistics on professionalism publications. She highlighted JMP's definition of professionalism, which includes moral attributes, behaviour standards and clinical competence of a developing Doctor expected by the community. She described the rapid Delphi process used to define professionalism, noting the importance of community involvement.
Associate Professor Lynette Clearihan (Associate Dean Professionalism (Student Liaison), Faculty of Medicine, Nursing and Health Science, Monash University) then took the stage. She shared Monash University's comprehensive view of professionalism, encompassing personal knowledge, skills, attitudes and adherence to professional standards. She detailed the creation of Monash University’s ProFESS framework and highlighted its profound impact in addressing unprofessional behaviour.
Closing the session, Associate Professor Clearihan advocated for ground-up efforts, identifying key advocates and ensuring unified messaging for effective change management. With sentiments supported by Dr Grotowski, she emphasised that successful change hinges on collective educator support, expressively stating, “You’ve got to bring people with you.”
To watch the recording, click here
Presenters at the April 2024 ACHIEVE SEEK Session – Dr Miriam Grotowski (top) and Associate Professor Lynette Clearihan (AM)
Professional Development Series - Share and Enhance Educator Knowledge (SEEK)
ACHIEVE SEEK Seminar - Power of the Post: Non-traditional Impact in Global Learning and Teaching
The May SEEK session of ACHIEVE was an exciting event. Presented by Associate Professor Mike Todorovic from Bond University and chaired by Professor Darrel Evans, the session titled "The Power of the Post: Non-traditional Impact in Global Learning and Teaching," highlighted the pivotal role of social media in medical education.
Associate Professor Todorovic, is a renowned Medical Education researcher with a national and international reputation, attracting over 10 million monthly views on his social media platforms. In his presentation, he emphasised the importance of integrating social media into academic environments, particularly in light of the significant presence of Generation Z in universities. As the largest consumers of social media, Gen Z students, who make up a considerable portion of the university population, engage with social media platforms daily. Over half of them spend more than four hours daily on these platforms, indicating a substantial expectation for their education to be accessible online. Gen Zs use social media for various reasons including socialising, learning, connecting and gathering information. Therefore, it is crucial for educators to embrace online teaching and learning methodologies to meet these expectations.
He advised that to maximise the effectiveness of social media in education, educators should provide accessible information, incorporate diverse experiences, and foster inclusive learning environment. Additionally, videos used in educational content should be concise and focused, explicitly addressing and achieving the stated learning outcomes.
As the session concluded, participants got engaged in the Q&A session reflecting on utilisation of social media as a means of instruction for students. Overall, the session emphasised the importance of integrating social media into medical education to enhance learning experiences for students, while maintaining the essential elements of traditional teaching methods.
To watch the recording, click here.
Presenter at the SEEK Seminar in May 2024 – Associate Professor Mike Todorovic
Professional Development Series - Share and Enhance Educator Knowledge (SEEK)
ACHIEVE SEEK Panel Discussion - Unpacking the Value of Higher Education Academy (HEA) Fellowship: Is it Worth it?
The June SEEK session of ACHIEVE, titled “Unpacking the Value of Higher Education Academy (HEA) Fellowship: Is it Worth It?”, offered a thought-provoking panel discussion. Gracefully chaired by Dr Susan Heaney from the University of Newcastle, the session provided valuable insights as presenters shared their experiences with the Advanced HEA Fellowship. The panel included esteemed members from the University of Newcastle: Mrs Leanne Vaughn, Mrs Kerryn Perram, Associate Professor Lesley MacDonald-Wicks, and Dr Tanmay Bagade.
Each presenter then shared their motivations for applying for the fellowship. Dr Bagade explained, "I struggled to give a framework for what teaching was, particularly at the university level. The application provided me with a good structure for my teaching style and a reflection on how the dimensions relate to what I teach." Mrs Perram, a newly minted Fellow, sought formal recognition for her non-traditional teaching experience and found the application process rewarding as it offered valuable reflection on her teaching progress. Associate Professor MacDonald-Wicks was looking for a way to demonstrate teaching, learning and student engagement, discovering that the fellowship application helped her achieve this. Mrs Vaughn emphasised the significant benefits she gained in understanding teaching practices and their impact on her role in educational development. Professor Jane Bleasel applied for the fellowship to gain external acknowledgment of her educational work, emphasising the need for recognition in education.
The panel discussed the application process, highlighting the importance of dedicating sufficient time to prepare the application and seeking assistance from previous applicants. They emphasised the necessity of gathering adequate evidence and supporting documents. Collecting positive feedback, including emails from students, can positively influence the application's outcome.
As the session concluded, participants were encouraged to start gathering their documents and apply for upcoming rounds of the fellowship.
To watch the recording, click here
Panelists
Professor Jane Bleasel and Dr Tanmay Bagade
ACHIEVE SEEK Seminar – The Art of Presenting: Tips and Pitfalls
ACHIEVE’s July SEEK session titled “The Art of Presenting: Tips and Pitfalls”, was presented by Professor Darrell Evans and chaired by Professor Michelle Guppy.
The session began with an engaging exercise demonstrating "how not to present," featuring a flawed presentation on cake making. Participants identified common pitfalls, such as poor font choices and typographical errors.
Professor Evans pointed out that there is no one-size-fits-all approach to giving presentations, he then shared evidence-based presentation techniques, emphasising Richard Mayer’s multimedia instructional design principles. Key points included coherence, signalling, redundancy, and spatial and temporal contiguity. He highlighted the importance of preparation, using minimal text in voice-overs, and incorporating effective visuals and simplicity.
Some of the key tips offered for designing presentations included: consideration of the audience’s needs and preferences, effective use of sensory channels, and timing of presentation’s pace to maintain interest. For online presentations, Professor Evans recommended becoming familiar with the platform, testing equipment beforehand, maintaining high energy, and keeping the audience engaged. He also pointed out common pitfalls to avoid, such as overloading slides with information, using jargon, reading slides verbatim, and failing to engage with the audience.
The session concluded with a lively Q&A, where participants shared additional tips for creating top-notch presentations. Overall, the session highlighted the benefits of effective presenting and provided valuable insights for both novice and experienced presenters.
To watch the recording, click here
Presenter at the SEEK Seminar in July 2024 – Professor Darrell Evans
at the SEEK Panel Discussion in June 2024 – Mrs Leanne Vaugh; Dr Julie Reis; Mrs Kerryn Perram; Associate Professor Lesley MacDonald-Wicks,
Featured Topic
A Framework of Learning Outcomes for Evidence-Based Practice Curricula
Short Commentary by Ms Fiona Jones (Teaching Liaison Librarian, University Library,
University of Newcastle)
This article by Redmond et al. (2024) reports on a collaborative project between health professions academics, a librarian, and a group of health professions students to develop a student-centred framework of evidencebased practice learning outcomes and activities. The groundbreaking initiative has led to the development of the EVIBEC Learning Outcomes Framework, designed to enhance evidence-based practice (EBP) education for healthcare professionals.
The EVIBEC Framework addresses the long-standing challenge of integrating EBP competencies into healthcare curricula consistently and effectively. This new tool provides a structured set of student-centred learning outcomes aligned with the core competencies of EBP. It is organised around the 5 A’s of EBP (Ask, Acquire, Appraise, Apply, Assess) and mapped to Bloom's Taxonomy, ensuring progression from basic to advanced cognitive skills throughout a student's education.
Redmond et al. (2024) describe the co-design approach, including the tools, platforms and methods used to facilitate group discussions. The framework is openly available online and includes student-led resources for each step of evidence-based practice. For example, learning activities suggested to support acquiring evidence include asking students to bring their evidence to practical classes to support the treatment or assessment techniques being learned.
All health professions educators may find the framework a helpful resource to support both the development of clear learning objectives for evidencebased practice competencies and the design of learning activities to develop these skills. In addition, educators with an interest in curriculum development may be able to apply the co-design techniques to their own projects.
This initiative not only promises to standardise EBP education but also fosters interdisciplinary learning, better preparing future healthcare professionals for collaborative, evidence-based practice. The EVIBEC Framework is poised to significantly impact healthcare education, contributing to improved patient outcomes and enhanced healthcare quality.
References:
Key Points
• The EVIBEC framework was created through a collaborative process involving educators, students and clinical practitioners ensuring that it is studentcentred and interdisciplinary
• The framework was structured around the 5 A’s (Ask, Acquire, Appraise, Apply, Assess) of evidence-based practice and aligned with Bloom’s Taxonomy
• The framework integrates evidence-based competences into healthcare education
1. Dawes M, Summerskill W, Glasziou P, Cartabellotta A, Martin J, Hopayian K, et al. Sicily statement on evidence-based practice. BMC Med Educ. 2005;5(1). doi: 10.1186/1472-6920-5-1.
2. Krathwohl DR. A Revision of Bloom's Taxonomy: An Overview. Theory into Practice. 2002;41(4):212-8. doi: 10.1207/s15430421tip4104_2.
3. Redmond, C., Farrell, R., Cunningham, C. et al. Development of the EVIBEC Learning Outcomes Framework to support the delivery of evidence-based practice curricula in health care professional programmes: a codesign approach. BMC Med Educ 24, 3 (2024)
Student Stories
ACHIEVE
ACHIEVE Marketing and Communication Placement – A Student Perspective
By Megan Moreland
As part of my year abroad in Australia, I enrolled in a placement module, and was thrilled to be accepted to work as a Marketing and Communications assistant within ACHIEVE. Over the course of my placement, I’ve had the opportunity to develop invaluable skills in design, written, and verbal communication.
Under the supervision of Dr Felista Mwangi, I was given regular tasks and responsibilities revolving around creating new marketing media, as well as content for existing ACHIEVE members. I loved the freedom I was given to utilise my own creative skillset in these tasks, whether they be creating print marketing material like flyers or transcribing interviews with medical professionals. The feedback provided by Dr Mwangi was also incredibly valuable, allowing me a better insight into what is likely to be expected of me in a marketing role after graduating, and indicating where I could edit my work to create overall stronger marketing materials.
Certain elements of the placement, such as interviewing medical professionals, were somewhat daunting at the beginning of the role. But, with the support of the team, I ultimately found this to be an exciting and valuable learning experience, and now feel far more confident in my ability to speak eloquently on camera. It also helped put me at ease that, at the beginning of my interview with Dr Paul Craven, I learned he was born just a short distance from my hometown in Wales; quite the coincidence to experience 9000 miles from home!
I also had the chance to develop brochures and flyers for use on the campuses of the JMP, an experience that was invaluable in improving my written skills and understanding of how to create visually appealing marketing materials. Here, I learned the importance of adhering to a brand kit in order to maintain a strong brand identity, and I feel confident that my newfound experience in creating print marketing materials will be valuable in the workplace post-graduation. I even got to be involved in brainstorming for future projects, providing my ideas for how they could be set out and drafting a mock-up webpage. It’s rewarding and exciting to know that my work here will continue to have an impact after my departure from ACHIEVE. Writing articles and updates for The Buzz newsletter, as well as summarising symposium events and interviews, have all allowed me to strengthen my skills in note-taking, concise writing and transcribing, useful both to my ongoing studies and a broad range of careers in communications or marketing.
Overall, I have immensely enjoyed my placement within ACHIEVE. I got the opportunity to gain real insight into both a clinical setting, vital to my goal of working in science communications, and how to thrive in a communications and marketing role. I am very grateful to the ACHIEVE team for making me feel so welcome and giving me such useful and interesting insight into the world of marketing and communications.
ACHIEVE would like to say a huge thank you to Megan for her hard work and dedication. We would not have been able to achieve what we have in 2024 so far without her!
ACHIEVE Marketing and Communications Assistant –Megan Moreland
School of Nursing and Midwifery, University of Newcastle
Get behind TAFE NSW graduate and Skillaroo, Neave O’Reilly
Dedicated nursing professional, Neave O’Reilly is one of eight TAFE NSW graduates who have been selected to represent Australia as part of the Skillaroos team at Worldskills International Competition in Lyon, France, this September.
Neave’s journey began with a school-based trainee program in nursing in Year 11, which laid the foundations for the rest of her professional journey. Neave is currently fully immersed in the nursing field, working full-time while continuing her training.
Neave, a Novocastrian and current University of Newcastle undergraduate, will compete in healthcare, at the WorldSkills International Competition from 10-15 September 2024.
Congratulations and best of luck to our local Skillaroo, Neave O’Reilly!
For more information, click here
School of Medicine and Public Health, University of Newcastle
Matilda masters expanding her health career
After working in infectious disease during the COVID-19 pandemic, Matilda Boey knew she wanted to contribute further to Singapore’s health system, inspiring her to study a Master of Public Health with the University of Newcastle.
Drawn to the University of Newcastle because of its connections with Singapore, its strong reputation and flexibility around study, Matilda completed her studies over the past year while working full-time in Singapore’s National Cancer Centre.
“I recognised the University of Newcastle has one of the highest post graduate employability rates in southeast Asia,” Matilda said.
Matilda has now accepted an offer from a biotechnology firm where she’ll be working on cell therapies that are the new frontier of oncology treatment. She is excited to use her research and healthcare professional background in this role and explore what the world has to offer.
To read Matilda’s story through the University of Newcastle’s Newsroom, click here
School of Health, University of New England
UNE Foundation scholarship allows metro nursing experience
Gunnedah-based UNE Nursing student and mother-of-three Alex O’Keefe has a lot on her plate.
When it comes to completing the work placements so essential to her education, she must take leave from her part-time job, engage the full support of her husband and distant family, then calculate what locations she can afford.
“I have tended to preference placements that are rural and closer to home to keep expenses down,” Alex says. “But I have wanted to be able to experience other, bigger hospitals, to get a variety of nursing experiences.”
Now she can, thanks to a new UNE Foundation Tamworth Scholarship designed to assist students living in the Tamworth, Gunnedah and Liverpool Plains local government areas.
Come August, Alex will travel to Sydney for a two-week placement at Prince of Wales Hospital.
To read Alex’s story through UNE Connect, click here
Neave O’Reilly is set to represent Australia at the WorldSkills Internation Competition
Scholarship
Matilda Bowey graduating from the University of Newcastle with a Masters of Public Health
UNE Nursing Student Alex O’Keefe – recipient of the new UNE Foundation Tamworth
Alumni Story
Professor Stuart Wark
Professor of Rural Medicine, School of Rural Medicine, University of New England
Professor Wark, a former University of New England student, joins ACHIEVE to talk about his career, achievements and what advice he would give to up-and-coming graduates.
He finished his first degree in the early 1990s and then worked in a variety of community-health focused roles across rural New South Wales. He started his PhD in 2004 and started casual teaching and tutoring with the School of Rural Medicine in 2009. In 2013, he finally transitioned into full-time academia
“The transition into full-time academia has opened new doors for me, and particularly in relation to working with leading researchers from around the world.”
In the last decade, Professor Wark has been fortunate to receive multiple awards. Such include: the Churchill Fellowship to the USA, UK and Ireland in 2013; the 2018 Australian Government Endeavour Fellowship; and the 2020 Australasian Society for Intellectual Disability Research Prize for the leading research for the year. He has also received the UNE Alumni Community Service Award for his work with people with intellectual disabilities and the national AAUT teaching citation for ‘Outstanding Contribution to Student Learning’ in the Leadership category.
When asked whether there was a specific mentor or professional referee who inspired his career path, he was unable to come up with just one name:
“My first mentor was the amazing Professor Trevor Parmenter (U.Syd) who has become a valued colleague and friend over the past few decades. Professor Rafat Hussain (ANU) who was my primary PhD supervisor, Professor Geetha Ranmuthugala (U.Mel) who was my Head of School for many years, and Professor Matt Janicki (U.Illinois at Chicago) who was incredibly generous in sharing his knowledge with a random Australian”
In between all his successes, Stuart continues to remain grounded and passionate about his students. To stay connected to the community, he notes that he tries very hard to be accessible to students, even beyond graduation. He is still contacted by many who just need an independent person to discuss their ideas and concerns with. When asked what advice he gives to current or recent graduates, he says:
“Follow what you are passionate about. Higher education is an opportunity to delve more deeply into the hows and whys, and it is possible to do this concurrently with working in the field.”
To read Professor Wark’s full interview, click here.
Community Profile Professor Brian Kelly
Professor of Psychiatry, School of Medicine and Public Health, University of Newcastle
Professor Kelly has been with the University of Newcastle for over 20 years, holding roles such as Director of the Centre for Rural and Remote Mental Health, Head of School and Dean of the Joint Medical Program and more recently Pro-Vice Chancellor, Research and Innovation. He is very committed to medical education, and was a graduate of the University of Newcastle's medical program in its earliest stages
His interests span rural health, population mental health and the field of consultation-liaison psychiatry; the psychiatric needs of people with physical illness in our general health services. With a long-standing interest in clinical practice, teaching and research in psychiatry and related fields, Professor Kelly continues clinical practice as part of his role at the John Hunter Hospital, focussing on the mental health needs of patients with chronic physical illness.
“I have a passion for the role of medical education and innovation in education to build the necessary skills of our future doctors, and instilling in them the commitment to ongoing learning, curiosity and compassion for their patients.”
When asked about what inspired a career in academia, he noted that the support and encouragement from his mentors was paramount. He continued:
“From early on I developed a particular interest in psychiatry - the psychosocial aspects of medicine were always a strong focus in our medical education, and this influenced me to follow this career path I especially enjoy the collaboration with colleagues, to connect across diverse fields of study, the chance to now mentor our future generations of academics and clinicians.”
Professor Kelly has been involved with a multitude of professional programs over his career, but deems his leadership of the Joint Medical Program between 2016 and 2021 a highlight which included the revision to the MD program. He also mentioned his work in the development of community education programs in mental health and with rural industry groups on mental health aspects of workplace health as proud moments Brian is consistently adding to his strong resume of credentials by staying up-todate with the latest developments and advancements in his areas. When asked how, he said:
“I find working together in a team and being open to the ideas of others is important. I enjoy collaborating with diverse research teams, reading widely, meeting regularly with professional colleagues and attending conferences.”
https://www.newcastle.edu.au/profile/b rian-kelly
To read Professor Kelly’s full interview, click here.
Clinical School Profile
Our Facilities
• Simulation Centre
• JHH Library
• JHH Student Common Room fitted with lockers
• Lecture Theatres, tutorial rooms and meeting rooms
Clinical School Update:
University of Newcastle's Annual Nursing & Midwifery Expo
On Tuesday 20 and Wednesday 21 June, the University of Newcastle held the annual Nursing and Midwifery Expo.
Presentations were held from both the CCLHD and HNELHD on the GradStart recruitment process for graduate nurses and midwives.
The UONDRH team were in attendance and highlighted the incredible opportunities available, including rural bursaries, scholarships, and various promotions. It was a fantastic chance to showcase the unique and rewarding experiences that a career in rural health can offer.
Hunter Clinical School Newcastle,
NSW
Clinical Dean: Professor Andrew Boyle
The University of Newcastle Hunter Clinical School is located within the Hunter New England Local Health District.
The Hunter Clinical School provides high quality clinical placements and education with access to research opportunities. Students can experience a diverse range of medical experiences at different locations within the Hunter Clinical School.
Our Students
The University of Newcastle Hunter Clinical School is committed to providing world class education and research. Its location and facilities afford students a diverse clinical experience with access to placements in both John Hunter and Belmont Hospitals.
With dedicated staff, the Hunter Clinical School is able to provide a high level of support to all students including dedicated support for Indigenous students.
All Joint Medical Program students, enrolled at either University of Newcastle or University of New England, will be able to nominate placements at the Hunter Clinical School in the latter years of the program.
Student Testimonials
“I was very fortunate to get to spend the final year of my degree doing placement at JHH and Belmont Hospital. The staff were enthusiastic and made me feel like a valued member of the team.
“Despite being such a big hospital I enjoyed the sense of community that both Belmont and JHH offered, having the opportunity to really get to know the doctors and other staff. It was especially fun getting to work with the interns, many of whom were recent Joint Medical Program graduates themselves and thanks to them and the other academic and hospital staff I am feeling excited and well equipped to start my internship next year.”
Want to know more about the Hunter Clinical School?
Check out this link!
Our Research
Recent HPE Research
• Problem-Based Learning (PBL), review of the topic in the context of health education | Seminars in Medical Writing
• Comparing intraprofessional and interprofessional workplace learning: Similar or not? | Medical Education
• Facilitating nursing and health education by incorporating ChatGPT into learning designs | Educational Technology and Society
• ChatGPT—A double-edged sword for healthcare education? Implications for assessments of dental students | European Journal of Dental Education
• Grit, resilience and growth-mindset interventions in health professional students: A systematic review and metaanalysis | Medical Education
Do you want to be more involved with research?
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 has four research scholarship sub-groups that focus on different areas of interest in the community. Each group is led by a well-respected and knowledgeable researcher in the HPE community. These groups are:
• 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.
2024 ACHIEVE Symposium
When: Friday October 25, 2024, 9:00am-1:30pm
Where: Seminar Spaces, Q-Building, Newcastle and Online (Zoom)
Theme: Fostering Inclusivity and Excellence in Health Professions Education
After the success of the inaugural ACHIEVE Symposium in October 2023, we are thrilled to announce our upcoming symposium, "Fostering Inclusivity and Excellence in Health Professions Education". The symposium will be held on Friday, October 25, 2024, from 9 AM to 2 PM at the Q-Building Seminar Space, University of Newcastle, and online.
This symposium aims to bring together educators, students, healthcare professionals and community leaders to explore strategies and best practices for promoting inclusivity and excellence in health professions education, addressing the unique challenges faced by underrepresented groups and implementing best practices to enhance the overall quality of education.
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Moderated by Professor Brian Kelly (Pro Vice-Chancellor (Research), College of Health Medicine and Wellbeing, University of Newcastle), the symposium will feature a keynote address by Professor Penny Jane Burke (Director of the Centre of Excellence in Equity in Higher Education at the University of Newcastle), a seminar discussion led by Professor Gary Rogers (Dean of Medicine, Faculty of Health, Deakin University), lightning talks and panel discussions with students and experts sharing insights on innovative approaches to inclusive education and the very first JMP Dean’s Teaching and Learning Awards Ceremony.
This is an excellent opportunity to network with peers, exchange ideas and gain valuable insights that can be applied to your educational practices. We look forward to seeing you there and working together to create a more inclusive future in health professions education.
If you would like to catch up on the 2023 ACHIEVE Symposium, please click here
Upcoming Events Upcoming
• August 25 | AoME 2024
August 11-14 | National Allied Health Conference
August 14-16 | The National Nursing Forum
August 24-28 | AMEE 2024
August 28 | ACHIEVE SEEK Session
August 29 | David Madison Memorial Lecture 2024
September
September 19 | Waranara MicroConference
September 25 | ACHIEVE SEEK Session
October
October 4-6 | IMEC 2024
October 21-23 | National Rural and Remote Allied Health Conference
October 25 | ACHIEVE Symposium 2024
November
November 7 | The Educator Network Showcase 2024
November 12-13 | AoME 2024
November 27 | ACHIEVE SEEK Session
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.
(02) 4042 0667
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 Brian Kelly
Members – Professor Kichu Nair, Professor Brian Jolly, 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
Assessment and Feedback
Lead – Professor Stuart Wark
Member – 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, Professor Michelle Guppy, Dr Jessica Bergmann
Interprofessional Learning
Lead – Ms Simone Perry
Members – Dr Gary Crowfoot, Ms Joanne Walters, Dr Hemal Patel