INHED 2024 Annual Scientific Meeting
“Building Relationships in Health Professions Education”
Royal College of Surgeons in Ireland / January 24th and 25th 2024
INHED Conference Programme Schedule 2024 RCSI – Building Relationships in Healthcare Education
Full 2024 INHED Conference Programme
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INHED is delighted to announce that the 2024 annual scientific meeting will be held in Dublin at the Royal College of Surgeons in Ireland on Wednesday, January 24th and Thursday, January 25th 2024. This year’s conference will focus on the theme of Building Relationships in Health Professions Education and we are looking forward to providing a platform for new research ideas shared by healthcare educators across the country under the increasingly important theme of collaboration and interprofessional engagement.
The submission window for abstracts for the 2024 conference was opened in November 2023 and closed in December 2023 and we were delighted to have received over 100 diverse presentation submissions from healthcare educators across the country focusing on a wide array of themes exploring collaboration in health professions education including interprofessional education, public-patient involvement, technology-enhanced learning, equality, diversity & inclusion, and professionalism.
Keynote Speakers
Siobhán Freeney
Siobhán Freeney is from Dublin originally and now living in Wexford. She has been actively engaged in the Patient Advocacy space since 2016. Siobhan was diagnosed with a Stage 3c 7cm Invasive Lobular Carcinoma (ILC) in December 2015. She quickly realised that this subtype of slow growing Breast Cancer had been largely under researched and there are no specific targeted treatments for ILC. Siobhán had a clear Mammogram 6 months prior to her Diagnosis indicating her tumour had been missed on her Mammogram. This is what led her into the world of Advocacy. Siobhán is founder of Beingdense.com an education, awareness blog about Breast Density. She is founder of Lobular Ireland and Irish representative for The European Lobular Breast Cancer Consortium. Siobhan is a graduate of IPPOSI 2019. She’s a PPI Steering group member with RCPI (Special Quality Improvement Program), PPI Steering group member of the Irish Health Research Forum, a member of the Health Products Regulatory Authority, Patient Forum. She’s a Patient Educator with RCSI and UCD Conway and she’s on the Patient Advisory Group with UCD Radiography. She was a recipient of The Irish Cancer Society “patient advocate in Cancer Research Award. Siobhán has been a Patient Panellist at The San Antonio Breast Cancer Conference 2023, and at the European Congress of Radiology in Vienna 2023. She is a member of the organising committee for the International Lobular Breast Cancer Symposium and has been both moderator and speaker for them in Utrecht and in Pittsburgh. Siobhán is a several times published author and co-author and has presented at Scientific Conferences in the US. The International Cancer Prevention Institute presented Siobhán with a lifetime achievement award in Cancer Prevention “for her outstanding contributions to Patient Advocacy and for improvements to diagnostic imaging for breast cancer patients” at their 2022 annual research conference in Italy.
David Sklar
David Sklar, MD is an Emergency Physician and Professor at Arizona State University. He teaches Health Humanities & History, and High-Value Healthcare Patient Centered Care. He was the Editor-in-Chief of Academic Medicine, the leading medical education journal in the US, from 2013-2020. In 2011-12 as a Robert Wood Johnson Health Policy Fellow, he served on the Senate Finance Committee where he worked on the Affordable Care Act, physician payment and workforce issues. He has authored or co-authored over 200 articles in the fields of medical education, quality of care, global health, disaster medicine and health services and written two books.
Hamde Nazar
Hamde Nazar is an academic pharmacist with significant expertise in education and health service research. She has held roles such as degree programme director for the undergraduate pharmacy programme, director of education and Faculty lead for Interprofessional education. She has achieved the highest recognition for her educational practice through the award of Principal Fellow of the Higher Education Academy. She Chairs credentialling committees for the Royal Pharmaceutical Council and is a member of the General Pharmaceutical Council accreditation team. She has NIHR-funded projects to develop and evaluate safer, integrated care pathways for patients and their carers within her theme in the NIHR Newcastle Patient Safety Research Collaborative.
The pressure on healthcare systems demonstrates an acute need for a well-trained and resilient workforce. The same pressures are however presenting a barrier to securing and facilitating clinical training and learning environments for this future workforce. Higher educational institutes are challenged to find capacity for increased work-based learning opportunities for their trainee healthcare professionals. Simulation is helpful to some extent but cannot replace or achieve the realism that comes from the diversity and challenge of learning within real-life environments.
Multi-professional student-led clinics offer a non-conventional setting to provide a setting for student learning from authentic practice. At the Faculty of Medical Sciences, Newcastle University, there is a programme of student-led clinics that are provided across different settings within the city led by Dr Hamde Nazar. Undergraduate students from a range of health programmes work together to provide a cardiovascular screening and healthy lifestyle clinic. This has been facilitated through collaboration with GP practices, local voluntary sector organisations, the local authority and charities to identify where the clinic could be provided to people who would be in most need of the service. Early evaluations of this model demonstrate that this offers a valuable learning experience for students and for service users.
The service offer is now being developed to provide more public health and clinical services that have been identified as a need around the city. As the model has expanded, a mixed methods evaluation is planned to capture the broader impact on students, service users, and collaborating partners. Dr Nazar will provide the underpinning pedagogy to support this work-based learning model, explain the evaluation findings and outline the approach to future evaluation and expansion.
Harnessing the power of community to empower education through lived experience by Ms. Siobhán Freeney
Relationships and Communications: Beyond the Doctor-Patient Relationship by Prof David Sklar, former Editor-in-Chief of Academic Medicine, Arizona State University
Collaboration to support collaborative training and learning by Prof Hamde Nazar
Abstract Guidelines
INHED is pleased to announce that selected proceedings from the INHED conference will be published in the journal The Clinical Teacher. This means that if you win a prize or are highly rated for your research or education innovation presentation and or your workshop is highly evaluated you may be invited to submit an abstract to TCT which counts as a publication in a peer-reviewed journal.
Abstracts are submitted as a single page in Word format and are entered under one of the following categories:
- Educational research (eight minute presentation plus four minutes of questions)
- Abstract guidelines: Approx. 300 words including title, background, methods, results/findings, discussion, conclusion and keywords.
- Educational innovation (three minute presentation plus two minutes of questions)
- Abstract guidelines: Approx. 300 words including title, background, methods, results/findings, discussion, conclusion and keywords.
- Researcher and/or Teacher development workshop (one-hour and two-hour options)
- Abstract guidelines: Approx. 300 words including title, background, topic importance, format & plans, take-home messages, special requirements, duration and keywords.