INHED2020 Annual Scientific Meeting2020-01-16T09:55:21+00:00

INHED2020 Annual Scientific Meeting
Preparing students for the complexities of practice and transformative experiences

Trinity Biomedical Science Institute – TBSI Trinity College Dublin

13th -14th February 2020

The newly evolved Irish Network of Healthcare Educators will have its inaugural Annual Scientific Meeting in Trinity College Dublin.

INHED 2020 will be a 1 ½ day conference, including plenary sessions, workshops and presentations.

The main conference will include:

  • Four Keynote presentations on the main conference theme (Please refer to Plenary Session Outlines below)
  • Presentations of the latest health professionals educational research
  • Masterclasses on teaching and research skills including workshops led by some keynote speakers
  • A student led plenary session
  • A hot topics presentation session in which major research and development activities are highlighted

Please click here to download the conference schedule

Conference Tickets

  • Full Conference €180
  • Full Conference PLUS Dinner € 240
  • Full Conference Student Rate (available to undergraduate students only) € 60

Plenary Session Outlines

Preparing doctors for responsibility: change the person or change the place?
Trudie Roberts, Leeds Institute of Medical Education

Doctors’ experience many transitions in their careers. In the view of the UK media and others reporting the issue of increased adverse incidents occurring when new doctors start their F1 year in August the main problem around transitions is the preparedness of doctors for their new role. In this presentation I will explore the idea that every transition involves a critically intense learning period (CILP) in which doctors engage with the specific setting and establish working relationships with others working in that setting. This CILP can only happen in actual practice; therefore doctors can never be fully prepared in advance of a transition.  This conflicts with current ideas about ‘preparedness’.  The extent to which the specific learning cultures of the clinical workplace recognise transitions as CILPs contributes to or inhibits the performance of new doctors.

Professional Identity (Trans)Formation for Flourishing in Health Professions Education & Practice: Reflection, Relationships, Resilience
Hedy S. Wald, PhD

Clinical Professor of Family Medicine, Warren Alpert Medical School of Brown University
Faculty, Harvard Medical School Global Pediatrics Leadership Program

The active, dynamic process of professional identity formation is fundamental to preparing health professions’ students for complexities of practice and transformative experiences. This session will describe core themes within this process, ie. reflection, relationships, and resilience (both emotional and moral), review relevant literature, and present some exemplars of curriculum implementation.

Entrustable Professional Activities
Olle ten Cate

Descriptor to follow

If “competency” is our answer – have we asked the right question?
Professor Zubin Austin

This session will review recently published work examining diverse models for the assessment and measurement of competence.  Lessons learned from this review and implications for educators and regulators will be discussed.

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CPD Points

TBC

Abstract Submission

Abstracts submission for INHED2020 has now closed.

Keynote Speakers

The conference caters for educator of all health professionals and will be headlined by world renowned keynote speakers.

Olle ten Cate
Olle ten Cate, PhD attended medical school at the University of Amsterdam, the Netherlands and has spent his professional life serving medical education. From 2005 to 2017 he led the Center for Research and Development of Education at the University Medical Center Utrecht. His research interests include curriculum development, peer teaching and competency-based medical education. He holds an appointment as adjunct professor of medicine at the University of California, San Francisco, next to his work in Utrecht, to execute a collaborative doctoral program in health professions education. He has published extensively in the medical education literature and supervises many doctoral students in medical education research.

Professor Trudie E. Roberts
Professor Trudie E Roberts, BSc MB ChB PhD FRCP FHEA FAoME is Director of the Leeds Institute of Medical Education, University of Leeds, England

Professor Roberts graduated from Manchester with a degree in Medicine and a BSc in Anatomy. She undertook her early medical training in Manchester and her research in Manchester and the Karolinska Institute in Sweden. In 1995 she was appointed Senior Lecturer in Transplant Immunology at the University of Manchester. In 2000 she was appointed Professor of Medical Education at the University of Leeds. She was awarded a National Teaching Fellowship in 2006. In 2009 she was appointed Director of the Leeds Institute of Medical Education. She was a council member of the General Medical Council from 2009 until 2012 and Chair of the Association for the Study of Medical Education until July 2013. She was a council member for the Royal College of Physicians of London from 2010 until 2013 and is currently a Censor for the College. In September 2013 she became President of the Association for Medical Education in Europe. Professor Roberts’s main interests and expertise are in the areas of assessment of competence, professionalism, and transitions in training and education.

Zubin Austin
Austin Zublin, BScPhm MBA MISc PhD FCAHS is Professor and Murray Koffler Chair in Management at the Leslie Dan Faculty of Pharmacy, and cross appointed at the Institute for Health Policy, Management, and Evaluation at the Faculty of Medicine. His research focuses on the professional and personal development of the health workforce, with a particular interest in internationally educated health professionals. He uses qualitative methods to examine issues of professional identity formation and its influence on competency, professional practice, and engagement in the workforce. He has pioneered use of novel methods in examining questions related to workforce development and continuous professional development, and their impact on quality of patient care. He has served as an external consultant to, and written commissioned reports on health workforce development for the Government of Canada, the College of Physiotherapists of Ontario, the Health and Care Professions Council of the United Kingdom, the Supreme Council of Health of the Government of Qatar, the World Health Organization, the World Bank, and other international governments and agencies. Professor Austin is also the only University of Toronto faculty member to have ever received both the President’s Research Impact Award (for the societal impact of his research work) and the President’s Teaching Award (for sustained excellence as an educator).

Hedy S. Wald,
Hedy S. Wald, PhD is Clinical Professor of Family Medicine at the Warren Alpert Medical School of Brown University and Faculty, Harvard Medical School Global Pediatrics Leadership Program. Dr. Wald has been honored with Dean’s Excellence in Teaching Awards, served as a Fulbright Scholar in medical education for the Ben Gurion University of Health Sciences Faculty of Medicine in Israel, and is a Gold Humanism Foundation HarvardMacy Scholar. Dr. Wald presents invited keynotes, plenaries, and experiential workshops for faculty retreats, trainee sessions, and international conferences on promoting resilience, wellbeing, and vitality in health professions education and practice, a research interest. She presents internationally on reflective writing-enhanced reflection to support professional identity formation in health professions education and has published widely on this, including guest editing a collection of articles for an Academic Medicine theme issue on Professional Identity Formation. Frameworks for assessing reflection and for guiding faculty in crafting quality written feedback to students’ reflective narratives which Dr. Wald helped develop are currently in use worldwide within health professions education. Her creative writing, reviews, and poetry have appeared in literary and medical journals as well as medical education blogs. Her work has been cited in the NY Times, Wall Street Journal, LA Times, Chicago Tribune, and Jerusalem Post.

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