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Editor's Notes

• #2: But things have changed The world has evolved Education has evolved The new generation are being taught in ways we couldn’t have imagined, and as a generation, have charactersitics that: Are not intuitive May seem banal, pointless, or even counter-productive when it comes to learning how to do medicine Simple things like appearance/grooming, punctuality, and general attitude to work can be difficult And it’s easy to get frustrated as a teacher if you aren’t switched on to how they learn.
• #4: I’m not a high level academic or education expert I have a grad cert in clinical simulation And I run a course and a few blogs I work clinically in ED at Alfred & Royal Darwin
• #5: Hands up Who’s a professional educator here? We all teach on ward rounds etc, but who’s a: University lecturer/tutor with an academic position? Who has a formal teaching qualification? Who runs/teaches simulation? Who teaches on short courses? EMST, APLS
• #6: Saturn devouring his children by Goya Held at the Prado in Madrid Said to depict the conflict between youth and old age As Saturn was told he would be overthrown by his children Often discussions about GenY invoke similar feelings in those who are older!
• #7: So in answer to John’s question Yes we should teach Gen Y And we often feel like Yoda Easy to forget that these are smart, hard working kids They didn’t get where they are by being slack or disinterested! I find them on the whole very eager to learn Very respectful of senior clinicians and their experience
• #8: Many of us think that students now are taught, and learn, the same way we did… They don’t! Teaching, especially in health sciences, has evolved well beyond the way we were taught. In high school, and all of my uni degree – list of textbooks, wrote learning, and regurgitation in exams Pretty much the same for the fellowship exam According to the AMC there are now 19 medical schools in Australia & 2 in NZ (21 in total) Some of these have produced their first graduates as recently as 2012! https://en.wikipedia.org/wiki/List_of_medical_schools_in_Australia At least 9 of these offer Graduate Entry programs = Large variation in teaching/learning modalities amongst the next generation of doctors
• #9: And Previously being a senior doctor was enough to qualify you to teach, but the landscape has changed dramatically…
• #10: And Previously being a senior doctor was enough to qualify you to teach, but the landscape has changed dramatically…
• #11: And when they get to university, this is what they do Mention anecdote about going to Monash uni a few years ago Hadn’t been since I was a student The sea of laptop screens was quite startling Watching – most of them were multi-tasking – multiple pages.tabs or apps open Many were using ebay, playing games, or doing other things on their devices & flicking back & forth to the lecture, which was pre-downloaded on their laptop
• #12: And this is what you’re up against…
• #13: And when they’re going to conferences like SMACC & getting EDUTAINMENT
• #15: And seeing great speakers like Scott Weingart You have some stiff competition!
• #16: To engage the new generation of learners you need new strategies The old death by powerpoint is wholly unsatisfactory
• #17: To engage the new generation of learners you need new strategies The old death by powerpoint is wholly unsatisfactory
• #18: Flipped classroom: http://www.uq.edu.au/teach/flipped-classroom/what-is-fc.html Benefits: More interactive, personalised… blah blah Downsides Requires preparation by students – which amazingly they seem to do – see notes from Alex Resource & time intensive for teachers So much medical knowledge to get across, and so much context & nuance – hard to deliver…
• #19: Blended learning:
• #22: Vic Brazil up on Gold Coast Immersive simulation
• #23: This group is so
• #26: Being taught to think about how they learn... REFLECTIVE LEARNING = MOST EFFECTIVE – shown to produce deeper learning as opposed to superficial content learning Experiential learning occurs when carefully chosen experiences are supported by reflection, critical analysis and synthesis. Students sometimes view reflective writing as an annoying interruption to the serious business of developing content knowledge in their subject area. Reflective writing can help you: better understand your strengths and weaknesses identify and question your underlying values and beliefs acknowledge and challenge possible assumptions on which you base your ideas, feelings and actions recognize areas of potential bias or discrimination acknowledge your fears, and identify possible inadequacies or areas for improvement. Many of us don’t care “how are you feeling” but you need to know that through no fault of their own, that analysis of feelings around work are an integral part of their learning process. Many of us from non-educational backgrounds are not equipped to deal with this!! Can make designing clinical teaching at work for junior docs & registrars difficult – but it’s encumbent on us to be aware of this
• #27: Does anyone NOT know what FOAMed is? The internet is good for facts But What you can’t teach is: Practical application Reflection Experience Judgment
• #28: Free Internet Sourced Healthcare Information
• #29: An ICU related example from ICN NSW!
• #30: Med Students have started their own FOAMed sites – this one by Ali Gould…
• #31: Apps – there’s a bazillion apps out there – most of them are useless for learning, good for reminding
• #32: As an older clinician, we are still often expected to teach, but in the face of new learning theories new teaching methods and new technology it’s hard to know where to start
• #33: I’d recommend starting with free and easy to access sources The Academic Emergency Medicine Vimeo channel has several useful videos
• #34: I’d recommend starting with free and easy to access sources The Academic Emergency Medicine Vimeo channel has several useful videos
• #35: I’d recommend starting with free and easy to access sources The Academic Emergency Medicine Vimeo channel has several useful videos
• #36: I’d recommend starting with free and easy to access sources The Academic Emergency Medicine Vimeo channel has several useful videos
• #37: Get a qualification – Monash Uni has 2 x worthwhile Grad Cert courses Melb Uni has them as well
• #38: Get a qualification – Monash Uni has 2 x worthwhile Grad Cert courses Melb Uni has them as well
• #39: Get a qualification – Monash Uni has 2 x worthwhile Grad Cert courses Melb Uni has them as well
• #40: In your own back yard!Critiq is great
• #41: Osler is even better Made by Intensivist Todd Fraser in QLD… Includes: Online learning Credentialling CPD/CME Procedure logging Collaboration
• #42: Get a qualification – Monash Uni has 2 x worthwhile Grad Cert courses Melb Uni has them as well