Keynote Speakers: INHWE Online 2021

This is a provisional list of Sessions. It may be necessary for reasons beyond the control of the organisers to alter the content and timing of the Virtual Conference Programme or the identity of the Speakers without notice. Speaker's names and affiliations will be regularly updated.

At the Virtual Conference 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 online 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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Conference Host: Royal College of Surgeons in Ireland, Faculty of Nursing & Midwifery

"Developing a Credentialed Competencies Capabilities and Skills Passport"

Professor Thomas Kearns, Executive Director, RCSI Faculty of Nursing and Midwifery

Thomas is the Executive Director of the RCSI Faculty of Nursing and Midwifery. 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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Plenary Session: European University Cyprus, School of Medicine

European University Cyprus is an educational institution that is responsible for the formation and training of health professionals in Cyprus and internationally. The institute was established as Cyprus College in 1961 and was granted university status in 2007. Over the last decade, the university has fostered a culture of modernization that has resulted in levels of growth that have exceeded all expectations, upgrading the quality of tertiary education in Cyprus and defining a clear international orientation for the university and the country. Presently, European University Cyprus has five schools: the School of Humanities, Social and Education Sciences, the School of Business Administration, the School of Sciences, the School of Law and the School of Medicine. In addition, European University Cyprus operates a Distance Education Unit. All Bachelor’s, Master’s and PhD Programs have been approved by the Cyprus Agency of Quality Assurance and Accreditation in Higher Education and are recognized worldwide.

"Defining the Healthcare Leaders of Tomorrow"

Prof. Elizabeth Johnson, Dean of the School of Medicine

"The use of technology in the safe teaching of Medicine in the COVID era: The Connectivism in practice"

Prof. Theodoros Xanthos, Chairperson of the Department of Medicine

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INHWE Institutional Member: University of South Dakota, Sanford School of Medicine

The University of South Dakota Sanford School of Medicine provides the opportunity for South Dakota residents to receive a quality, broad-based medical education with an emphasis on family medicine. The curriculum is to be established to encourage graduates to serve people living in the medically underserved areas of the state, and is to require excellence in the basic sciences and in all clinical disciplines. Quality health care for the people of South Dakota is addressed by undergraduate, graduate and continuing educational programs as well as by basic and applied medical research. Within the USD Sanford School of Medicine, the Parry Center for Clinical Skills and Simulation provides innovative, simulation-based education, research and performance assessment across the continuum of education for the USD Sanford School of Medicine, School of Health Sciences, affiliated residency programs, healthcare providers and community. The Parry Center is actively involved in health care-related, simulation-based research to provide a safer and more effective education to students.

Valeriy (Val) Kozmenko

Valeriy Kozmenko MD, CHSE is an anesthesiologist and critical care physician by training. He is the director of the Parry Center for Clinical Skills and Simulation and has a faculty appointment within internal medicine. He is responsible for the overall management and strategic planning of the center, conducting research and publications in simulation, offering faculty development, and co-leading the scholarship pathways program. Dr. Kozmenko is a member of the Board of Directors and co-chair of the INHWE "Digital Skills and Technology in Healthcare" working group. He received a US and international patent for developing an innovative patient simulation system (2013) and an award for technological innovation from the Society for Simulation in Healthcare (2015). Holder of multiple awards for excellence in teaching and education. Areas of interest include medical education, curriculum development, IPE and technological innovation.

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Plenary Session: the European Team-Based Learning Community

Please note: attendees are requested to read a short pre-reading document in advance of attending the Session in order to get the most out of the experience.

"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 Branney, Senior Lecturer in Nursing and Clinical Sciences, Bournemouth University

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, Associate Dean of Medicine at the University of Lincoln

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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Plenary Session: Royal College of Surgeons in Ireland, Medical University of Bahrain

"Collaborative cognition and metacognitive processes underlying team-based learning: a guide for why and when to use TBL"

Dr Colin John Greengrass

Colin Greengrass, B.Sc (Hons), M.Sc., Ph.D., DipHPE is the Academic Director for Technology Enhanced Learning and Senior Lecturer in Pharmacology at the Royal College of Surgeons in Ireland – Medical University of Bahrain (RCSI-MUB). In this position he has been responsible for transforming the preclinical and clinical curriculum and related educational activities, into online and blended learning programmes. He is a former head of medical education departments at King Faisal University and Al-Farabi Medical College in Saudi Arabia. He was also a founding member of the Imam Saud University Medical College in Riyadh, heading their curriculum development committee since their inception. He has conducted workshops in curriculum mapping and on many aspects of medical education internationally, including preconference workshops at AMEE 2018 and 2019.

Dr Greengrass holds a Ph.D. in pharmacology from the National University of Singapore, and a Masters in neuroscience from King’s College, London. Dr Greengrass has research interests in numerous areas of education including the use of technology in learning and assessment, unravelling cognitive and metacognitive processes in collaborative learning, methods of assessment in collaborative learning environments, optimising the incorporation of memory encoding principles into teaching and eLearning systems, and how a curriculum can be designed in alignment with principles and structures underlying cognitive architecture.

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