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
- Full Conference €180
- Full Conference PLUS Dinner € 240
- Full Conference Student Rate (available to undergraduate students only) € 60
Note: All tickets purchased on the days of the conference will be subject to a 20% surcharge.
Plenary Session Outlines
Understanding and developing learning in clinical settings
Trudie Roberts, Leeds Institute of Medical Education
In this presentation I will discuss a project aimed to explore students’ early clinical placement experiences in audiology, medicine, and nursing. In this study we set out to explore students’ understandings of their clinical placement learning, what clinical placement was like for students, whether there were any differences between students and staff members’ understandings of early clinical placements, and how workplace learning can best be facilitated. Previous research and practice in healthcare education has assumed that to enhance students’ learning in clinical settings, students must be better “prepared”. In contrast, our results emphasised the role of the specific clinical environment in students’ learning. We observed that students learned through practice, through making minor mistakes, and through interaction with particular people, objects, and places. Rather than focusing on preparation, we suggest that educators and researchers consider the ways that clinical interactions and environments can be improved. Using the experience gained from this project, we are now working to further develop clinical placements in medicine and to enhance student and Faculty understanding of early clinical placement learning.
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.
This event has been approved for CPD points as follows:
Thursday 13th February 6 CPD points for full day
Friday 14th February 3 CPD points for half day
Delegates who wish to receive CPD points for attendance at this conference must sign in each day they attend. Certificates will be emailed to delegates after the event.
Abstracts submission for INHED2020 has now closed.
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.
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.