At the International Congress of Health Workforce Education and Research, the keynote speakers will inform and inspire delegates about how to employ the most effective teaching methods, identify the right skill combinations for future professionals, and make effective changes to national and international planning and legislation. For the 2020 edition, the International Network for Health Workforce Education has invited leading voices in the areas of teaching, training, and national and international research to share their expertise and lessons learned from working at the cutting edge of their fields.
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Keynote Address: Interprofessional Education for Collaborative Practice: Can this be achieved or is it just too difficult?
"In the last fifty years many countries have adopted interprofessional education as a way forward to improve patient safety and care. There have been many systems used and many pedagogical techniques developed. However, it must be asked whether any of these have been successful in dealing with the complexities of education and theory and using them to change practice for the benefit of health systems and the patients who use their services"
Prof. Diack has been lecturing within higher education for over twenty-five years and has been developing e-learning for the past 15 years. She is based at the School of Pharmacy and Life Sciences at Robert Gordon University in Aberdeen, Scotland and her research interests lie in the area of e-learning in education, interprofessional education, public health and prescribing. She has extensive experience of mixed methods research including consensus techniques and her current research interests include the development of pharmacy education, transdisciplinary learning, inter-professional practice and innovative learning strategies for students' clinical experience. Prof. Diack is supervisor and co-supervisor to a number of PhD students, funded research projects and also teaches on a number of academic modules covering research methods, technology enhanced learning and interprofessional education.
In addition to her role at Robert Gordon University, Prof. Diack is also a Principal Fellow of the Higher Education Academy (UK), a Certified Member of the Association of Learning Technology and an Honorary Fellow of the Centre for the Advancement of Interprofessional Education (UK). Additionally, Prof. Diack has led a number of education projects for the Scottish Government, NHS Education for Scotland, Police Scotland and the Royal Pharmaceutical Society. She has recently completed her role as the Principal Investigator on a Knowledge Transfer Partnership funded by the Technology Strategy Board to develop an online learning platform for community pharmacy training. She has published widely on these topics and has worked internationally developing health care education solutions.
Adrian is Professor at the College of Medicine and Public Health, Flinders University and a Fellow of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE). He played an instrumental role in establishing a solid foundation for the physiotherapy course at Flinders University, and is currently affiliated with the Prideaux Centre for Research in Health Professions Education. Before moving into these programs Adrian was deputy director of the Greater Green Triangle University Department of Rural Health (Flinders University and Deakin University) where, starting with physiotherapy, he established an allied health workforce enhancement project, funded by the Victorian Department of Human Services. The program evolved into a state-wide continuing education program for 22 allied professions in Victoria that also provided online access to allied health in other Australian jurisdictions.
Interests include clinical education, complexity science and transformative learning, leadership training, and rural health workforce development and associated health service enhancement, particularly in the area of interprofessional learning and practice, and chronic disease prevention and management. Rural and remote health workforce recruitment and retention, and associated patient/community/regional-centred health services is complex. His research and consultancy work includes working with peers from very different disciplines to understand the complexity and appreciate the different paradigms, and find opportunities for innovation. Associated work informs policymakers, administrators, educators and health professionals, and can be found on ResearchGate, LinkedIn and Flinders University.
Eszter works as an Assistant Professor at the Health Services Management Training Centre, Faculty of Health and Public Services, Semmelweis University, in Budapest, Hungary and is currently leading the “Support for the health workforce planning and forecasting expert network” (SEPEN) Joint Tender. SEPEN is a new action in the field of European health workforce planning and is supported by the Health programme of the European Union. It aims to sustain cross-country cooperation and provide support to Member States to increase their knowledge, improve their tools and succeed in achieving a higher effectiveness in health workforce planning processes and policy. It builds on the results and work undertaken by the Joint Action on European Health Workforce Planning and Forecasting (EU JAHWF) and aims to further contribute to health workforce planning and forecasting agenda in Europe.
Eszter obtained her MSc degree in sociology at University of Szeged in 2007. She started working as a lecturer in sociology of medicine at the Institute of Behavioral Sciences and as a statistician at the unit of Psychiatry of Children and Youth, Faculty of Medicine, University of Szeged. She obtained her PhD degree in Health Sciences at the Institute of Behavioral Sciences, Semmelweis University in 2012. She has participated in several international projects, e.g. Health Prometheus, European Cross-border Care Collaborations and the Joint Action on European Health Workforce Planning and Forecasting. Her areas of expertise are human resources, HRH data and related health policy issues, health workforce planning, health professionals’ mobility, cross-border health care, patients’ rights and health/medical tourism.
Professor Thomas Kearns is the Executive Director of the Faculty of Nursing and Midwifery, RCSI, a Medical and Health Sciences University in Dublin Ireland. He is responsible for leading and delivering on the strategic intent and operational activity of the Faculty. His career in nursing started in 1980; over the last 20 years Thomas has worked in Professional Regulation, Nursing and health Policy and Higher Education. In 2017-2018 Thomas worked as interim CEO of the International Council of Nursing, Geneva. He was involved in the global launch of the Nursing Now campaign in collaboration with the WHO. Thomas is an non-executive director of Axia Digital Ireland, a company that develops software to support learning and development. He is also a part of the Governance of the Dublin Simon Community. He is a member of the Rotunda Hospital Audit and Risk committee and is a member of the RCSI hospital Group Directors executive.
Thomas is a member of the INHWE Advisory Board and he has developed a Centre for Nursing and Midwifery Advancement across the RCSI Hospital Group. He has developed a European Centre of Research Excellence (CPD) with colleagues from over 20 European Colleagues and a number of pan national organisational members. Thomas’ doctorate is in the area of continuing professional development and the maintenance of professional competence.
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Keynote Address: the European Team-Based Learning Community
"Team-based learning (TBL) is a highly structured flipped classroom teaching method that solves common challenges encountered in healthcare education. What do we all want to achieve? We want enquiring students, who are able to study information independently outside of the classroom, and can then use that information to solve scientific or clinical problems with their colleagues, creatively. We want the students to take responsibility and be accountable for their own learning, to be able to explain key concepts, make a reasoned argument, and work well with others, including in an inter-professional setting. We want good engagement, with students showing up in the classroom having done their background reading. TBL as a method really does deliver all this, and while it is a significant change in ways of working and thinking for educators, most of us who have taught using TBL would never go back to lectures!"
Dr. Jonathan (Jonny) Branney is Senior Lecturer in Adult Nursing and Programme Leader for the PGDip Adult Nursing and new two-year MSc Adult Nursing at Bournemouth University, UK. He has a substantial clinical background as both a registered nurse (critical care, accident & emergency) and a registered chiropractor. He is particularly passionate about the role of biosciences in nurse education and using Team-based Learning (TBL) to engage students. He is a board member of the European TBL Community and as TBLC-certified Trainer-Consultant has supported a number of academic colleagues in the UK to adopt TBL in their programmes.
Prof. Danny McLaughlin is Associate Dean of Medicine for Lincoln Medical School, one of 5 new medical schools that have been recently been established in England. He has taught Physiology, Pharmacology and Neuroscience in UK medical schools for over 20 years and has always sought to deliver medical education in novel and engaging ways. He first used Team-Based Learning (TBL) on the Phase I Medicine programme at Durham University in 2015 and is always struck by the way in which students engage with the learning material when TBL is used. He is a board member of the European TBL Community (ETBLC) and has delivered TBL training to colleagues at Newcastle University, as well as participating in the work of the ETBLC to raise the profile of TBL at the Active Learning Conference in June 2018.
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