The Buzz - November 2023

Vol III

November 2023

In this Newsletter

02

ACHIEVE Symposium

03

Health Professions Education Updates

07

Featured Topic – by Dr Tanmay Bagade

08

Student Stories

10

Alumni Story – Prof Jenny May

11

Community Profile – A/Prof Michelle Guppy

12

Clinical School Profile – Peel Clinical School

13

Our Research

15 16 17

Upcoming Events

Get Involved Contact Us

Welcome to the third 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.

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

ACHIEVE Symposium Pioneering Synergy in the Health Professions Space: the ACHIEVE Symposium in Review

By Dr Felista Mwangi (Lecturer, School of Medicine and Public Health, University of Newcastle)

Can I watch the recording?

Yes! Please find the link for the Zoom recording here.

The inaugural ACHIEVE Symposium took place on the 20th of October 2023. It was a dynamic gathering marked by engaging speakers and insightful discussions. Professor Darrell Evans (Honorary Professor, School of Medicine and Public Health, University of Newcastle and Founder of globalDARBE), our Master of Ceremonies (MC), kicked off the event with a warm acknowledgment of Country, paving the way for ACHIEVE’s Director and Deputy Head of School (Medical Education) of Medicine and Public Health, Professor Bunmi Malau-Aduli, to extend a heartfelt welcome. She highlighted ACHIEVE's mission and remarkable growth since its inception in July 2023, setting a positive tone for the symposium.

Professor Steven Warburton (Pro Vice-Chancellor Education Innovation, University of Newcastle), introduced by the MC, applauded the intentional efforts of ACHIEVE and stressed the significance of collaborative discussions on learning and teaching. The spotlight then shifted to the keynote speaker, Professor Tim Wilkinson (Professor of Medicine and Medical Education at the University of Otago, Christchurch), who delivered a thought-provoking talk on fostering collaboration in health professional education. His emphasis on embracing interprofessional differences, careful timing in introducing collaborative learning activities, and the need for a conducive environment left the audience with a fresh perspective on health professions education.

Post-keynote, the book launch of ‘Foundations of Health Professions Education Research: Principles, Perspectives & Practices’, co-authored by Professor Charlotte Rees (Head of School of Health Sciences, University of Newcastle), Professor Lynn Monrouxe, Professor Bridget O'Brien, Doctor Lisi Gordon, and Professor Claire Palermo, took centre stage. Professor Rees outlined the book's content, followed by a glowing review and commentary from Professor Stuart Wark (Professor of Rural Medicine, University of New England), recommending it to all attendees.

Keynote Speaker – Professor Tim Wilkinson (University of Otago)

The symposium continued with captivating talks by Professor Jenny May (Betty Fyffe Chair of Rural Health and Director, University of Newcastle Department of Rural Health) on reimagining health training for prospective students and Professors Jen Williams (Dean of Faculty of Medicine and Health, University of New England) and Katherine Boursicot (Director of Health Professional Assessment Consultancy (HPAC), Singapore) discussing the role of OSCE in clinical assessment post-COVID and in the AI era. A practical skills discussion on using ChatGPT for developing multiple-choice questions, led by Professor Jane Bleasel (Dean of the Joint Medical Program and Head of School of Medicine and Public Health, University of Newcastle) and Ms Linda Grose (Lecturer, School of Medicine and Public Health), followed and added an interactive dimension to the event.

The panel discussion, moderated by Prof Evans, delved into the practical application of innovative technology in healthcare. Insights from diverse health professionals, including Dr Gary Crowfoot (Senior Lecturer, School of Nursing and Midwifery, University of Newcastle), Dr Andrea Coda (Senior Lecturer, School of Health Sciences, University of Newcastle), Dr Richard McGee (Senior Lecturer, School of Medicine and Public Health, University of Newcastle), Mrs Anna Barwick (Lecturer in Pharmacy, School of Rural Medicine, University of New England) and Professor Rohan Walker (Acting Head of School of Biomedical Sciences and Pharmacy, University of Newcastle), enriched the discourse.

Closing the symposium, Prof Bleasel and Prof Malau-Aduli expressed heartfelt appreciation for the valuable contributions of all participants, culminating in a successful and enriching event.

If you would like to catch up on the Symposium recordings, please click here.

(From L-R) Professor Jane Bleasel, keynote speaker Professor Tim Wilkinson and Professor Bunmi Malau-Aduli

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Health Professions Education Updates Centre for Advanced Training Systems – University of Newcastle

A Critical Care Intensive Simulation Curates Real Life Experience Emergency department nurses across NSW will gain valuable real-time experience in stroke care thanks to a new virtual reality (VR) training program developed by the Centre for Advanced Training Systems at the University of Newcastle.

Responding to a need for rural, regional and remote areas to have access to regular high-quality training, the TACTICS VR program provides nurses with immersive, interactive and evidence-based training to improve outcomes for people presenting with stroke.

Program director and University of Newcastle Professor Rohan Walker said stroke was a time-critical medical emergency and ensuring fast response and treatment times was essential to saving lives and improving stroke recovery.

“By simulating real-time scenarios, the TACTICS VR training program gives emergency nurses essential practise in how to handle those first critical minutes when a patient presents with stroke,” Professor Walker said.

TACTICS VR being used by nurses for training

To read more about this story, please click here.

Australian Medical Council

The Success of the WBA Program Did you know that the workplace-based assessment (WBA) program is an alternative to the AMC clinical exam for international medical graduates on the standard assessment pathway? In the past three years, more than 500 international medical graduates have been accepted into the program. Professor Kichu Nair talks about how the program works and why it has been so successful.

Learn more about the WBA program here.

Dr Aditee Parab shares her insights as someone who has been through the workplace-based assessment program and is now the clinical lead for the WBA program in Hunter New England Area Health.

To watch her discussion about the WBA program, click here.

Dr Aditee Parab discussing her experiences in the WBA program

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University of New England

Creating resilient professionals in the regions An initiative to better equip nurses and teachers entering their professions is being launched on October 19 by the University of New England Tamworth.

Called RaPT – representing the program’s aim of creating “resilient and powerful transformation” in its participants – the initiative will provide tailored support for UNE students during their studies, while building a sense of community intended to support graduates when they are in the workforce.

“Teachers and nurses are the largest cohorts of students studying at UNE from the Tamworth region,” said UNE Tamworth and Regions Senior Manager, Catherine Lees.

Peel House, the current headquarters of UNE Tamworth

“These are tough but absolutely essential professions. We don’t have enough teachers and nurses entering these fields, and meanwhile we are losing many of those already in the workforce because they are burned out by the conditions they encounter.”

To read the full article at UNE Connect, click here.

University of Newcastle Department of Rural Health

OT Week 2023: ‘Unity Through Community’ Earlier this month staff & students celebrated OT Week 2023.

In keeping with the theme for OT Week of 'Unity Through Community', 2nd year OT students Renee, Larissa and Pip hosted afternoon tea and party games for our UONDRH staff and medical students. Staff were pitted against students in the gross motor activities – staff may or may not have come out on top.

UONDRH students and staff participating in OT Week 2023

OT Academics and clinicians also celebrated in the Hastings Macleay region earlier this month with an afternoon tea and panel discussion with local clinicians. ‘Unite For OT’ brought occupational therapists together, recognising the impact they have on the lives of the people they share their local community with.

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

ACHIEVE SEEK Session - From Novices to Feedback Ninjas: Cultivating Feedback Literacy in Health Professions Education ACHIEVE’s third SEEK session was presented by Dr Miriam Grotowski, a Senior Lecturer in Medicine with the Joint Medical Programme (University of Newcastle and University of New England), on September 27, 2023. This interesting session was rightly titled ‘From Novices to Feedback Ninjas: Cultivating Feedback Literacy in Health Professions Education’.

Dr Grotowski focussed the enlightening session on the pivotal role and profound purpose of feedback, uncovering the obstacles that often hinder its effectiveness. She passionately advocated for the cultivation of feedback literacy, shedding light on the four feedback literacy pillars: appreciating feedback, making judgements, managing affect and taking action. She also delved into her own journey, sharing anecdotes and insights gained from her experiences in nurturing feedback literacy among medical students.

To wrap it all up, Dr Grotowski encouraged the audience to embark on a reflective journey to assess their own proficiency in both giving and receiving feedback. It was a thought-provoking presentation that left participants with a renewed perspective on the value of feedback in their professional lives.

Presenter at the third ACHIEVE SEEK Session – Dr Miriam Grotowski

To watch the recording, click here.

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

ACHIEVE SEEK Session - Revolutionizing Assessment in Health Professions Education: Harnessing the Potential of E-Portfolios – A Case Study from Pharmacy On October 25, 2023, Dr Martina Mylrea presented the fourth ACHIEVE’s SEEK session titled ‘Revolutionizing Assessment in Health Professions Education: Harnessing the Potential of E-Portfolios – A Case Study from Pharmacy’. Dr Mylrea is an academic developer with the Centre of Education and Enhancement at James Cook University.

Dr. Mylrea based her captivating presentation on the SelfDetermination Theory. With a specific focus on facilitating the transition of learners from pharmacy student experts to novice professionals. Dr. Mylrea shared theoretical insights and practical applications to foster professionalism and shape professional identity.

Drawing from her personal experience, Dr. Mylrea unveiled the intricacies of developing a program centred around three pivotal goals: igniting and nurturing learners’ competence, fostering meaningful relatedness, and championing autonomy. She also shared the challenges encountered during the program development and highlighted the strategies she employed to overcome these hurdles.

Dr Martina Mylrea (JCU) presenting at the ACHIEVE SEEK Session 2

Overall, the presentation was very interesting and insightful, leaving the audience both enlightened and inspired. To watch the recording, click here.

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

ACHIEVE SEEK Session - Nurturing Excellence: Mastering Effective Supervision in Clinical Practice Settings ACHIEVE’s fifth SEEK session was presented on November 29, 2023, by Professor Brian Jolly, an Honorary Professor in the School of Medicine and Public Health, College of Health, Medicine and Wellbeing at the University of Newcastle and former head of the Medical Education Unit at the UON/UNE Joint Medical Program.

Prof Jolly's enlightening session, rightly titled 'Mastering Effective Supervision in Clinical Practice Settings', delved into the empirical gaps in existing literature on supervision. He highlighted the dominance of narrative and philosophy over evidence-based models and noted the intuitive nature of models used in nursing compared to medicine. Using personal experience and hernia repair as an example, Prof Jolly highlighted supervision's impact on trainees’ skill acquisition and patient outcomes. He stressed the critical role of the supervisor-trainee relationship emphasising the importance of feedback, supervision timing, and clear role description. He acknowledged the scarcity of supervision on the job noting its’ prevalence in meetings and ward rounds.

ACHIEVE SEEK Session 5 presented by Professor Brian Jolly

Prof Jolly concluded by recognising the complex nature of supervision that requires effort from both the supervisor and trainee. The enlightening and thought-provoking talk sparked a fruitful discussion that gave rise to innovative ideas on improving supervision and honouring exceptional supervisors.

To watch the recording, click here.

Other HPE News and Conversations • •

‘You only assess what you care about’: a new report looks at how we assess research in Australia | The Conversation Avoid cramming and don’t just highlight bits of text: how to help your memory when preparing for exams | The Conversation

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Let’s make the international student experience as valuable as the degree | THE Campus

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Australia needs to value Indigenous knowledge in medical education | The National Tribune

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‘I feel like I’ve been able to create more awareness’: what is it like for Indigenous men at top-ranked universities? | The Conversation

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Want to advance students’ self-learning? Look at your course design | THE Campus

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Stamp out burnout early on: how to spot the signs and what to do about them | THE Campus

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Featured Topic Navigating Interprofessional Collaborations in Obstetric Education

Key Points

Short Commentary by Dr Tanmay Bagade (Lecturer, School of Medicine and Public Health, University of Newcastle) In the study titled “Medical students' experiences working with midwives on NHS labour wards: a qualitative study”, Maclean and Llamas highlighted the complexity of medical students’ clinical experiences and interactions with midwives during intrapartum care in UK hospitals.1 The research underscored numerous noteworthy advantages and obstacles that medical students encounter in interdisciplinary teams, a crucial element for enhancing intrapartum care. The article identified midwives as the ‘gatekeepers’ in medical students’ labour and intrapartum care exposure and play a critical role in introducing obstetric education. Midwives play a pivotal role as primary facilitators of obstetric education while demonstrating the compassionate care essential during the birthing process. In addition to numerous positive encounters, the study documented contrary experiences, including instances of hostility or exclusion from birthing rooms—similar occurrences were noted in Australian contexts.2

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Midwives are facilitators of obstetric education for medical students

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Medical students reported positive and negative experiences of working with midwives

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Learner-focused workplace culture is a crucial aspect of obstetric education

While the study did not incorporate the viewpoints of midwives, the implications of the findings are crucial for devising effective strategies to improve collaboration within interdisciplinary teams. In a Royal Australian and New Zealand College of Obstetricians and Gynaecologists RANZCOG magazine article, de Costa advocates for pre-graduation involvement in the birth suite, emphasising the invaluable insights into women's health conditions for medical students, regardless of their gender and chosen speciality in the future.3 Clinical exposure in obstetrics can significantly influence medical students' career preferences besides the workplace culture. 4 However, the convergence of learning objectives among nursing, midwifery, and medical students, focusing on performing deliveries and acquiring essential obstetric skills, has given rise to conflicting interests,5,6 sometimes exacerbated by the hierarchical structures and power dynamics within obstetric/maternity units. 7 Despite national initiatives to enhance teamwork, persistent tensions reveal a gap in current strategies in Australia.8 Efficient interdisciplinary teamwork is a vital component of obstetric units, encouraging a safety-oriented culture that ultimately enhances patient outcomes.9,10 Therefore, tackling adverse learning environments within the obstetric discipline is essential. This requires a proactive approach to address conscious and unconscious biases among health professionals and students in interdisciplinary teams.

References: 1. Maclean E, Llamas DA. Medical students' experiences working with midwives on NHS labour wards: a qualitative study. British Journal of Midwifery 2022; 30(2): 91-100.

2. Cheng HC, de Costa C, Woods C. Medical students and midwives – How do they view each other? Australian and New Zealand Journal of Obstetrics and Gynaecology 2018; 58(5): 586-9.

3. de Costa C. Should medical students deliver babies. O&G Magazine 2008; 10(1): 30-8.

4. Christopher C, Lawrence L, Nathan V, Jade S, Emma N, Jason G. Medical Specialty Interest Survey (MSIS): understanding career interest and specialty training in commencing Australian medical interns. BMJ Leader 2023: leader-2023-000874.

5. Brown B, Vause S. A career in O&G? No thanks! BJOG: An International Journal of Obstetrics & Gynaecology 2006; 113(8): 975-.

6. Quinlivan JA, Black KI, Petersen RW, Kornman LH. Differences in learning objectives during the labour ward clinical attachment between medical students and their midwifery preceptors. Med Educ 2003; 37(10): 913-20.

7. Hastie C, Fahy K. Inter-professional collaboration in delivery suite: a qualitative study. Women Birth 2011; 24(2): 72-9.

8. Reiger KM, Lane KL. Working together: collaboration between midwives and doctors in public hospitals. Aust Health Rev 2009; 33(2): 315-24.

9. Burke C, Grobman W, Miller D. Interdisciplinary collaboration to maintain a culture of safety in a labor and delivery setting. The Journal of Perinatal & Neonatal Nursing 2013; 27(2): 113-23.

10. Pasciolla S, Alba B. An interdisciplinary approach to creating a culture of safety. Journal of Obstetric, Gynecologic, & Neonatal Nursing 2015; 44(s1): S39-S.

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Student Stories University of Newcastle Department of Rural Health

A Critical Care Intensive Simulation Curates Real Life Experience Year 5 Medicine students embarked on an incredible journey during the Critical Care Intensive Simulation Week in Taree. Medical students from Armidale, Tamworth and Taree united for a week of intense learning and simulations, even venturing off-site for a taste of emergency medicine in bush scenarios.

Watching them swing into action, responding to a real-life hospital emergency scenario and working seamlessly in teams shows that they can make a difference to so many lives when they graduate.

Watch the full video here.

Year 5 JMP students during Critical Care Intensive Simulation Week

University of Newcastle Medical Society

University of Newcastle Medical Society: 2023 in ‘MedRevue’

By Ramnik Singh

The University of Newcastle Medical Society has been very involved in the community this year, raising over $11,000 for charity.

This has been through a wide variety of exciting and entertaining events including charity barbecues, trivia nights, and our largest production of the year, MedRevue.

MedRevue is our very own medical-school-inspired musical put on by a cast, crew and band made up entirely of medical students. Thanks to this huge collaborative effort, and the generosity of our audiences, MedRevue has raised over $6000 for our partner charity, Soul Café, which provides essential meals, medical services, and hygiene packs to vulnerable members of the Newcastle community.

UNMS students performing in their 2023 MedRevue

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Experiences with ACHIEVE from a Work-Integrated Learning Lens

By Luci Youman and Changwook (Tony) An

At the start of the semester, we enrolled into the Work Integrated Learning (WIL) Professional Placement course for our last semester as Communications (Luci) and Marketing (Tony) students. We were lucky to get accepted into Marketing and Communications Assistant roles with ACHIEVE, however, we weren’t entirely sure what the role would entail. Even with the help of a position outline, there was an element of unsurety which is almost inevitable when approaching a new and untouched professional venture. However, after attending the ACHIEVE Launch event as an introduction to the role and observing Prof Malau-Aduli and the ACHIEVE team in action, we knew it was going to be an enriching and valuable experience.

After the launch event, there was a lot of excitement surrounding the program and we have found it exceptionally beneficial to be part of something essentially from the beginning. We worked collaboratively with the ACHIEVE team to accurately match our individual skills set with the required tasks to ensure mutually beneficial work relationships. One of the major tasks we engaged in during this professional placement experience included helping to structure the ACHIEVE e-newsletter (The Buzz). This has included designing assigned pages using the fixed program colours and fonts, composing articles about varying topics, and researching relevant updates based on the Joint Medical Program and Health Professions Education. We were also given the opportunity to structure and develop content for the ACHIEVE SharePoint. For the newsletter and the SharePoint, we conducted interviews for alumni and health professionals related to ACHIEVE, assembling the questions, leading the interview itself and then composing information about them afterwards. Further, we were involved in designing event flyers and programs, and assisting with the coordination of events.

(From L-R): Luci Youman, Kelsey Wheaton, Bunmi Malau-Aduli and Changwook (Tony) An

When carrying out our weekly tasks, we were guided by Mr Kelsey Wheaton who does the administration for ACHIEVE, however, he gave us freedom to showcase our talent and we are very grateful for this. Working within an established professional program with real “co-workers” and real deadlines, gave us the opportunity to gain insight into the true nature of the workplace and the trajectory our career will follow post-graduation, which proves to be immensely beneficial. We remain profoundly grateful for this opportunity with ACHIEVE!

ACHIEVE would like to acknowledge all the hard work and effort that both Luci and Tony put into their placement. Their focus, drive and creativity added so much to the Team and provided support in the marketing and communications domain of ACHIEVE. We would like to express our gratitude to Serena Rogers and Rob Brooks from the University Marketing & Communications Team for their valuable feedback and guidance, offered to the Work-Integrated Learning (WIL) students from a professional perspective.

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Alumni Story Professor Jenny May Betty Fyffe Chair of Rural Health and Director, University of Newcastle Department of Rural Health Professor Jenny May, a previous graduate of the third cohort of the Joint Medical Program and now Director of the University of Newcastle’s Department of Rural Health joined ACHIEVE to discuss her career highlights, successes and words of wisdom for early career medical graduates and current students.

One of Professor May’s role models was Dr Peter Wakeford who would take on the role of general practitioner and general physician in rural communities.

“It was a wonderful exemplar of rural generalist medicine from the perspective of someone who had a background in gastroenterology but was prepared to take on any problem in any system.”

Ten years after completing general practice training in Tamworth doing terms in rural sites like Moree and Gunnedah, Professor May moved to Western Australia as a District Medical Officer. The locations of Exmouth and Tom Price were remote, meaning that there was limited assistance from the Royal Flying Doctors Service promoting this wide scope of practice. After WA, she decided to go for one last adventure to a small indigenous community in British Columbia, Canada. From time to time, she had to extend our scope to intensive care when they couldn't get them to larger centres due to challenging conditions for landing planes.

In 2010, as chair of the National Rural Health alliance, Professor May led conversations with Independents tasked with backing a hung government around important health programs and policies.

“Ultimately, we were successful in persuading them that the NBN broadband to do ‘worst first’ (rural), to cover 98% of the country with some modality of internet and that it should be a fixed price nationwide.”

When asked what advice Professor May would give medical students or those in their early career, she noted that medicine is a magnificent vocation and that all you need is a medical degree and a passport to do and be whatever you want to be. She also encouraged young medical professionals to take every opportunity that comes because you will have more than one career.

“To me it is the farsighted vision that the people before me who developed the RHMT program that gave me the capacity to have the career I have had and I am very grateful.

To read or watch Professor May’s full interview, click here.

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Community Profile Associate Professor Michelle Guppy Discipline Lead of Rural General Practice at the School of Rural Medicine, University of New England Associate Professor Michelle Guppy has worked in Armidale for the last 20 years as a rural academic GP. For most of that time, she has been the discipline lead of Rural General Practice at the School of Rural Medicine, University of New England.

When A Prof Guppy first moved to Armidale as a brand new GP she was interested in not just doing a straight clinical job. With interest in medical education and research due to an academic term as a GP registrar in Brisbane, her perspective was opened to the different careers you could have as a GP. On joining the University of Newcastle’s Department of Rural Health she notes;

“The role involved teaching students from the University of Newcastle who were coming up to Armidale on their regional rotation. It was the opportunity for students to see what rural health was all about.”

When asked what drives her passion for general practice, A Prof Guppy noted her sentimentality to Armidale and its’ community.

“I'm passionate about maintaining a thriving community here and for that you need good healthcare options for people living in regional Australia.

A Prof Guppy has also had the opportunity to start up a New England general practice-based research network noting that a lot of research is done in larger cities and tertiary hospitals. The patients that participate in this research are not reflective of patients that are seen by GPs. Establishing this network has allowed her and other rural GPs to utilise participants who more accurately reflect everyday patients. A Prof Guppy had some sound advice when asked whether she would recommend general practice to those in their early career:

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“I think sometimes students have a view of rural doctors as having to be super doctors who can do surgery, can deliver babies and they're up all night on-call. I wouldn't describe my practice like that. I'm a pretty normal GP. I've been able to work in a regional area where I can practise my skills as a GP but have still got a really great work/life balance.

mguppy2@une.edu.au https://www.une.edu.au/staffprofiles/rural-medicine/mguppy2

To read or watch A/Prof Guppy’s full interview, click here.

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Clinical School Profile Peel Clinical School Tamworth, NSW Clinical Dean: Dr Miriam Grotowski Peel Clinical School, located in Tamworth, has state-of-theart education and research facilities and a large on-site academic team available to support students. The clinical school is located close to Tamworth Hospital and has a long-standing partnership with the Hunter New England Local Health District.

Our Students

Clinical School Updates: Celebrating Successes and Planning for 2024 Embracing the power of collective reflection and strategic planning, our department - from various locations across NSW - came together in Tamworth for a couple of days of reflection & planning for the year ahead. Fuelled by shared experiences, stories, and insights we celebrated our wins of 2023 and strategised to plan for 2024 for our staff & students!

The University of Newcastle Peel Clinical School gives students access to world-class facilities and support within a bustling regional metropolis. Students can access a diverse mix of clinical experiences at Tamworth Hospital, one of NSW’s largest regional health facilities, along with many other public and private facilities.

Tamworth Education Centre is a technology-rich, modern teaching and learning facility that opened in 2014. 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 with the Department of Rural Health, such as after-school workshops with children and youth.

Our Facilities

UONDRH staff coming together to celebrate their successes in 2023 and plan for 2024

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Celebrating Successes and Planning for 2024 Ever been curious about the daily life of a Nutrition & Dietetics student? Meet Lucy, one of our talented Nutrition & Dietetics students currently making waves during her placement in Tamworth. Stay tuned to see her journey unfold! Click here to watch her story.

Advanced simulation centre World-class clinical skills laboratories Health library Interdisciplinary learning areas Multiple seminar, tutorial, and lecture theatres Extensive offices and meeting rooms Student hub areas Student accommodation

Nutrition & dietetics student, Lucy

Want to know more about the Peel Clinical School?

Check out this link!

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Our Research

Recent HPE Research •

Using collaborative autoethnography to explore the teaching of qualitative research methods in medicine | Advances in Health Sciences Education: Theory and Practice

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Access to and effectiveness of clinical supervision for allied health workers: A cross-sectional survey | Medical Teacher

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The assessment burden in competency-based medical education: How programs are adapting | Academic Medicine

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Unravelling underlying processes in intraprofessional workplace learning in residency | Medical Education

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Longitudinal qualitative study of paired mentormentee perspectives on the abstract submission process | BMC Medical Education

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The integrated curriculum and student empathy: a longitudinal multi-cohort analysis | Advances in Health Sciences Education: Theory and Practice

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Development and validation of the Workplace Learning Inventory in Health Sciences Education: a multimethod study | Advances in Health Sciences Education: Theory and Practice

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State-of-the-art review of medical improvisation curricula to teach health professional learners communication | Advances in Health Sciences Education: Theory and Practice

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 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: • • •

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

Let us know!

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Innovative Teaching & Learning lead 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

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

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Do you want to involve JMP students in your study?

Contact us for approval!

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Upcoming Events Upcoming Events in 2024:

Team-based Learning Collaborative Asia Pacific Community (TBLC-APC) Symposium When: February 8-9, 2024 Where: University of Sydney, Camperdown, NSW, Australia This symposium will discuss the challenges and opportunities these emerging technologies pose for TBL and the learning environment, and how these technologies are being integrated into higher education. The symposium offers a valuable opportunity to connect, share ideas and engage with others in the regional TBL community.

This symposium will be a gathering for educators, healthcare professionals, edtech enthusiasts, students, research scholars, instructional designers, and institutional leaders. Whether you are experienced or new to TBL, this symposium will provide a rich, collaborative environment to deepen your understanding, expand your network, and explore applying emerging technologies to learning in the modern era.

Speakers Professor Adam Bridgeman (University of Sydney) Emeritus Professor Larry Michaelsen Emeritus Professor Sandy Cook Professor Jane Bleasel

2024 Rural Workforce Agency Victoria (RWAV) Conference When: February 15-16, 2024 Where: The Mercure, Ballarat, Victoria, Australia Theme: Pathways to Progress: Healthcare Access in Rural Victoria

While the debate of which aspects of newfound technologies we should keep postpandemic is still very raw, there enters the new AI language tools into conversation.

These tools are already changing the way we learn and the way we conceptualize learning, from plagiarism to clinical reasoning.

RWAV invites you to join them to explore key challenges that impact rural communities, the viability of the rural health workforce in Victoria, and the potential solutions to the complex challenges in your area.

Click here to register.

Click here to register.

Upcoming Abstract Submission Deadlines

July 1-4 | ANZAHPE 2024 July 25-27 | Festival of Nursing August 2-4 | The Pharmaceutical Society of Australia's National Conference August 14-16 | The National Nursing Forum August 24-28 | AMEE 2024 October 21-23 | SARRAH 2024 – Going the Distance October 31 – November 2 | FOCUS24

January 22 | Assessment in Higher Education Conference January 31 | AMEE 2024

Is there an upcoming event you would like featured?

Click here! \

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February 15-16 | 2024 RWAV Conference

June 20-21 | Assessment in Higher Education Conference

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When: January 15-21, 2024 Where: Faculty of Medicine, University of Colombo, Sri Lanka Theme: AI in Health Professions Education

February 8-9 | TBLC-APC Symposium

February 24-28 | Ottawa 2024

Click here to register.

Asian Pacific Medical Education Conference (APMEC) 2024

January 17-21 | Asian Pacific Medical Education Conference

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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.

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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.

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

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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.

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

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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.

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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, 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 – Associate Professor Richard McGee Members – Dr Lauren Cone, Dr Eleonora Leopardi Assessment and Feedback Lead – Professor Stuart Wark Members – Associate Professor Conor Gilligan, Dr Graeme Horton Professionalism and Leadership Lead – Dr Miriam Grotowski Members – Dr Penelope Fotheringham, Professor Joerg Mattes Graduate Outcomes Lead – Dr Katie Wynne Members – Associate Professor Marita Lynagh, Dr Julie Burrows, Associate Professor Michelle Guppy Interprofessional Learning Lead – Ms Simone Perry Members –Dr Gary Crowfoot, Ms Joanne Walters, Dr Hemal Patel

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