education in focus september 2015

In July this year the inaugural STARS conference was held in Melbourne at the Crown Conference Centre. STARS is the acronym for “Students, Transitions, Achievement, Retention & Success”. As stated on their website this conference “provides the opportunity to disseminate and discuss current research, good practice, emerging initiatives and leading edge ideas that are aimed at enhancing students’ tertiary experience”. Formally known as the “International First Year in Higher Education” the conference format has expanded to meet delegate demand and interest to explore students’ tertiary experiences across the broad spectrum of their studies, although the importance of the first year experience has not been lost. The conference is a great opportunity to hear about current education focused research activities, share ideas, be inspired by new ideas and good practice, and to network with delegates from national and international universities. Flinders University was well represented at the conference across special interest group workshop facilitation, panel discussions and presentations.

Liz Abery from the School of Health Sciences has attended and presented at the conference in its former format for the past three years and finds it to be very beneficial and inspiring, always returning invigorated and with new ideas to implement into topic management. This year, along with colleagues from the Social Health Sciences Unit, Liz was instrumental in two presentations at the conference. The first was with co-author Dr Jessie Gunson in a paper entitled “Emotion, emotional labour and extension requests in Higher Education”. The impetus for this came from personal experiences but looked at this issue from the student perspective as well as from the perspective of Topic Coordinators challenged by this experience.

The presentation was very well received and delegates from interstate universities interested in this concept have since contacted them keen to follow any further research in this area. The change in focus of this year’s conference provided Liz with the opportunity to present findings from her research on Work Integrated Learning (WIL).

STARS Conference 2015 September 2015

Liz Abery presents at the STARS conference

Liz co-ordinates the Health Work Internship topic within the Bachelor of Health Sciences. After receiving a Vice Chancellor’s Teaching and Learning Innovation Grant in 2013 Liz wanted to find out from the students own lived-experience what made a WIL placement successful and how to best support students structurally, academically and emotionally through that journey. So as part of the grant she conducted a research study with Health Work Internship students. The outcomes of that study have resulted in many changes to the topic structure and management. Along with Associate Professor Claire Drummond and Nadia Bevan, Liz’s abstract entitled “Work Integrated Learning: what do the students want? A qualitative study of Health Sciences student experiences of a non-competency based placement” was accepted for STARS. Liz has also presented variations of the study outcomes at the ACEN and NZACE conferences. As WIL was a new theme for the STARS conference the presentation elicited some positive interest. A very positive outcome was that the paper was selected from over forty to be published in the next edition of the Student Success Journal. [email protected]

From the Executive Dean

In this issue you find a range of stories which highlight important developments in Teaching and Learning within our Faculty.

You will find details of the STARS conference and our success in Work Integrated Learning; insight into how learnings from our Master of Health and International Development are implemented in rural Papua New Guinea; invaluable online resources for the teaching of palliative care; one student's perspective on the relevance of course reviews; and a new publication on the experiences of Indigenous medical graduates.

I congratulate the many staff members of our Faculty who were successful in the 2015 university academic promotion round. I thank the dedicated staff from the School of Medicine who worked together to achieve maximum reaccreditation for our Medical Course, a wonderful result for Flinders University.

Professor Michael Kidd AM Executive Dean Faculty of Medicine, Nursing and Health Sciences Flinders University

Education in Focus

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2015 Academic Promotion round

Dr Aleeta Fejo, a Flinders University medical graduate who practices as a family doctor in the Northern Territory, has released a new book entitled Shattering Stereotypes: Experiences of Australian and Canadian First Nation General Practitioners. The book provides personal accounts from Indigenous Australian GPs and First Nation Canadian GPs, and was published to provide authentic voices to encourage prospective family and community doctors. While the book challenges stereotypes by providing stories of success against the odds, it also exposes the issues that Indigenous students, interns and registrars face within the medical system.

The Faculty congratulates the following staff who were promoted as a result of the 2015 Academic Promotion Round:

Professor (Level E) Professor Damien Keating (School of Medicine) Professor Sharon Lawn (School of Medicine) Professor Nicholas Spencer (School of Medicine)

Professor (Level D Plus) Professor Lucie Walters (School of Medicine)

Associate Professor (Level D) Associate Professor Julian Grant (School of Nursing and Midwifery) Associate Professor Tania Shelby-James (School of Medicine)

Senior Lecturer (Level C) Dr Sebastian Doeltgen (School of Health Sciences) Dr Adam Gerace (School of Nursing and Midwifery) Dr Darlene McNaughton (School of Health Sciences) Dr Andrew Rowland (School of Medicine)

Lecturer (Level B) Dr Kathryn Browne-Yung (School of Medicine) Ms Stacey Masters (School of Medicine) Dr Nina Sivertsen (School of Nursing and Midwifery)

Indigenous Medical graduates speak

Dr Fejo says that as a registrar, she faced blatantly racist comments and attitudes, and that negative responses to Indigenous interns and registrars were unfortunately common. Professor Michael Kidd, Executive Dean of the Faculty of Medicine, Nursing and Health Sciences, notes that Flinders, along with other universities across Australia, is supporting the training of an increasing number of Aboriginal and Torres Strait Islander people as doctors and other health professionals, and that Dr Fejo’s book provides important lessons for our nation. Shattering Stereotypes was launched on 17 September, and all medical educators and medical students are encouraged to read this book.

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Faculty of Medicine, Nursing and Health Sciences

Earlier this year I was invited to be the student member of a review panel for the Nutrition and Dietetics courses within the Faculty of Nursing, Medicine and Health Sciences. When presented with the offer to be on the panel I thought it sounded interesting and I accepted without knowing exactly what would be required of me. Being many weeks away I scheduled it in my diary but did not think too much about it. Closer to the date of the panel I received an email with an attached agenda and portfolio. Reading through the email I thought the requirements did not seem so bad. I had to attend the review panel over one and half days to discuss the course and portfolio (which we had pre-read), including statements made by current and previous students and academics within the Nutrition and Dietetics Discipline. As I opened the portfolio I thought, “what have I got myself into?!” The portfolio was a huge document, hundreds of pages long and full of information, thoughts and opinions. It was very overwhelming.

So, with only a few weeks before the review, I began reading. By the time the course review came around, I could not precisely recite information within the portfolio, however I had immersed myself with the content and had a good understanding of the general issues and problems for the course. During the review we interviewed course coordinators, current academics, the Executive Dean, the Dean of the School, Deputy Vice-Chancellor (Academic), current and past students and placement educators Australia-wide. The interviews consisted of discussion of many aspects of the course—content, preparation of students, entry and exit programs, employability of graduates and future initiatives. At first it was a little nerve racking speaking with other panel members and individuals who had quite prominent roles within the Nutrition and Dietetic field and sharing my opinions, but my confidence increased as we progressed through the interviews.

Every interview and discussion was recorded so it could be referred back to and used in the Course Review Report. As a current student I found this experience extremely rewarding. Having listened to the ‘behind’ information about how and why aspects of the course are structured in certain ways I am very appreciative of the Nutrition and Dietetics Course Coordinators and staff and the time and sacrifices they make for their students to ensure well-being and enjoyment throughout the university degree. I was also fortunate enough to have gained study recommendations and tips from placement educators Australia-wide that were shared during their interviews and the opportunity to meet and speak with many important and well-recognised individuals involved in Nutrition and Dietetics. If asked to be involved in a Course Review Panel, my advice would be to most definitely take the opportunity. The information and advice gained and satisfaction felt through making a difference to assist future students is most definitely worthwhile.

Laura Nairn is a Master of Nutrition and Dietetics student. 5-yearly course reviews are an important University process. Course Review Panels usually have a mix of internal and external members, including a current student and a recent graduate.

My experience as a student on a course review panel

Rural health experience in PNG—Putting the MHID into practice

Education in Focus


initiatives to integrate socio-economic aspects of heath into the primary health care context where people can understand the conditions that perpetuate illness and diseases and, on the contrary, conditions that lead to positive health outcomes. One of my initiatives was to run a ‘community action and participation workshop’ which takes on a participatory approach towards community and health development. With an understanding of the ‘Social determinants of Health (SDH) conceptual framework,’ I am continuing to emphasise to both my colleagues and community members that, to have a fair and acceptable health care, we have to firstly understand the socio-economic and political context which always predominates our working and living conditions. Particularly working under a private-public partnership arrangement, we are faced by government policy compliance (or non-compliance) issues, good governance and strong leadership in both our own organisation as well as our partners. I am also working in a culturally diverse society where there are over 5-6 different languages and cultural groups. In such cases, I am working towards understanding their cultural values, beliefs and practices towards health care and more broadly how they perceive health and other social benefits. Tuberculosis is one of the biggest threats in this province as it has been publicised in the media. There is a perception that TB is spreading rapidly because of the lack of proper medical care especially at a hospital level. The TB perception has reached the political and international level TB education

After completing a Masters degree in Health and International development at Flinders in 2013, I returned to Papua New Guinea to work in a sector where I could express my knowledge. I am now working under a private-public partnership primary health care program delivered by an international health and development consultancy company. I work as a Health Promotion Officer in a geographically isolated region in the Western province of Papua New Guinea. The province shares its international border with Australia on the southern end and Indonesia on the western end. Although the province has the largest copper mine in the country, social and economic indicators still remain one of the lowest in the country.

Eighty percent (80%) of the land mass of the province is covered by swamp and water with sparsely scattered higher grounds for people to inhabit. The geographic and economic conditions, compounded by very poor political will, makes health services delivery very challenging. My role is similarly challenging, not only in the context of medical and health care services where the traditional approach of health promotion is required. I feel privileged to work in this context after learning about social determinants of health, primary health care in developing countries, health promotion concepts, development problems, policies and programs, as part of the many interesting topics at Flinders University. I have taken on board some

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Putting the MHID into practice (cont..)

drawing attention towards a more medical approach where talks are going on about setting up isolation centres, and procuring TB diagnostic technologies. Unfortunately there is less talk in the corridors about the conditions in which TB perpetuates. There is less argument on the cultural and traditional lifestyle where people live, move and survive. I have had several conversations with doctors, technical experts and some senior bureaucrats about balancing the focus between medical and socio-environmental approach towards health promotion. Personally I feel such conversations have not made any great impact as yet to shift the policy at this stage, however while working with the very people affected, I find it very interesting that they understand what I am suggesting. One of their main issues includes the river system, which is the only route of transport and makes it difficult to access health or any other services. It is very expensive to travel 50km to a nearby hospital (the price of marine fuel is about AU$500 return). There are also many different cultural views, beliefs and practices towards health, hence most people end up visiting a witch doctor before accessing other health care.

Symptoms and signs of TB are sometimes linked to cultural practices, delaying health care. Despite the major economic project in the region, there are no impact economic activities in the communities to support access health services. There is no welfare system that supports the people either. There are a lot of challenges in this work which I am not able to share. However the experiences I have shared are purposely to give you a perspective of the link between a developing country’s context in health care and the relevance of the course. It is also to provide you a perception of the ‘disconnect’ between policies and where the actual people live and struggle.

I am thankful that I selected the ‘Masters in Health and International Development’ course at Flinders University because I can now understand the conditions that perpetuate negative health care. My colleagues and I are continuing to take a positive approach, informed by many of the elements of the course I studied to address these issues one at a time. This has also made me realise that the approach towards addressing health inequities will take longer and sometimes be frustrating but once you get the hold of it, you have actually shifted the conditions towards a better health outcome. Thanks for giving me this opportunity to share my experience. I am happy to continue sharing and to encourage others in similar sectors or would like to pursue this course to do it without a second thought. It is rewarding!

Taking medical

supplies to the health facilities

Tippy tap demonstration

Ray Krai was a Master of Health and International Development student at Flinders University, who graduated in 2013.

Education in Focus


Academic Calendar 2016

SUMMER Week commencing

1 4 January

2 11 January

3 18 January

4 25 January

5 1 February

6 8 February

7 15 February

SEMESTER ONE Week commencing

Orientation 22 February

1 29 February

2 7 March

3 14 March

4 21 March

5 28 March#

6 4 April

Mid-Semester Break 11 April

Mid-Semester Break 18 April

7 25 April

8 2 May

9 9 May

10 16 May

11 23 May

12 30 May

13 6 June

14* 13 June

Mid-year exams 20 June

Mid-year exams 27 June

Mid-year Break 4 July

Mid-year Break 11 July

S1 supplementary exams 18 July

SEMESTER TWO Week commencing

1 25 July

2 1 August

3 8 August

4 15 August

5 22 August

6 29 August

7 5 September

8 12 September

Mid-Semester Break 19 September

Mid-Semester Break 26 September

9 3 October

10 10 October

11 17 October

12 24 October

13* 31 October

End of year exams 7 November

End of year exams 14 November

Break 21 November

Break 28 November

S2 supplementary exams 5 December

Key

# Week beginning Easter Monday * Optional teaching week for topics in which no examination is held

Universities Australia common weeks

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Top accreditation for Flinders University medical program

Flinders University’s internationally renowned School of Medicine has received the highest endorsement from the national accreditation body for medical education programs. The Australian Medical Council (AMC) has granted the University’s medical program a maximum reaccreditation of six years, with the opportunity for this to be extended for a further four years. Flinders University’s Dean of Medicine, Professor Paul Worley, said this achievement recognised the quality environment established by the Flinders School of Medicine in South Australia and the Northern Territory in producing a “workforce of the future” for health professions. “This is the maximum length of reaccreditation in Australia and is not often granted by the AMC,” Professor Worley said. This is the second consecutive maximum reaccreditation granted to Flinders University School of Medicine, which was established in 1975. Professor Worley said the accreditation ensured Flinders domestic students were accredited for the purposes of the Health Practitioner Regulation National Law, and that international medical students at Flinders would continue to have reciprocal recognition by their respective medical councils.

He said the accreditation of the medical program until March 2021 followed a number of innovative initiatives that put the School at the forefront of medical education. Among these were: * The launch of the Northern Territory Medical Program in 2011, which allowed students living in the NT – in particular indigenous students – the opportunity to undertake a medical degree in the Territory * The graduation of Australia’s first Doctor of Medicine (MD) medical degree recipients in 2013, replacing the former Bachelor of Medicine/Bachelor of Surgery

* The implementation of Advanced Studies in the Flinders MD program – a research and scholarship stream integrated across all years of the medical degree * Expansion of the Flinders University Rural Clinical School in South Australia * Commencement of the Onkaparinga Clinical Education Program, a community-based teaching program in the southern suburbs of Adelaide * The establishment of the internationally-renowned Flinders University Prideaux Centre for Research in Health Professions Education which is responsible for transforming assessment processes for future medical courses at Flinders and around the world

“The Flinders School of Medicine is continuing to be at the cutting edge of medical education both Australia-wide and internationally,” Professor Worley said. “We’re extremely proud that the Flinders medical course curriculum is licensed to be taught in an additional six medical schools around the world.” [email protected]

Education in Focus


Education in Focus is an initiative of the Faculty of Medicine, Nursing and Health Sciences at Flinders University

Comments and suggestions for future articles are welcome Also available online: www.flinders.edu.au/health-sciences/current/publications.cfm

Editorial Team: Ms Monika Vnuk, A/Prof Claire Drummond, Ms Kelly Meier, A/Prof Barbara Sanderson, Dr Wendy Abigail and Dr Yvonne Parry

Contact: [email protected]

Following this, an implementation tool kit (Phase II) to support clinicians in managing change in their practice will be developed. Both modules and toolkit will be made available to nurses, medical practitioners and allied health professionals working in acute hospitals around Australia via the ACSQHC website. CareSearch, Australia’s Palliative Care Knowledge Network has also received Government funding under the National Palliative Care Projects initiative to continue to maintain the website and its functionalities. It will also undertake several new projects. One of the new projects to be developed and implemented is a Massive Open Online Course (MOOC) on death, dying and palliative care in Australia. Led by Associate Professor Jennifer Tieman, the MOOC will be freely available on the web for anyone to participate and will provide an opportunity to build community awareness of palliative care and death as a normal process. Using a MOOC provides an environment for people to learn, discuss and share issues around death and dying in contemporary Australia. By taking advantage of the online technologies, the MOOC will also potentially facilitate the development of online social networks and the development of virtual community resources about death and dying. [email protected] [email protected] Caroline.lister.flinders.edu.au

The Palliative and Supportive Services discipline continues to support the development of palliative care in Australia and recently received funding from the Australian Government for three palliative care projects. Improving the knowledge and skills of medical, nursing, and allied health staff so that they are better able to recognise and address the needs of dying patients is central to one of the projects receiving Government support within the discipline. Led by Ms Kim Devery and Associate Professor Jennifer Tieman, this activity is specifically aimed at building on the clinical capacity of the health professionals working in the acute care sector - where more than half of Australians die each year. Challenges faced by acute hospital staff in caring for dying Australians have been identified by the agency that leads and coordinates national improvements in safety and quality in health care across the country. The Australian Commission on Safety and Quality in Health Care (ACSQHC) has developed National Consensus Statements recommending approaches to the provision of end-of-life care in acute care settings. To close the knowledge gap identified by the ACQSHC Statements, the current project aims to develop interactive multimedia education modules, tools, and resources for health professionals to promote active, collaborative learning in end-of-life care in acute facilities. The conceptualisation and development of the new education package – comprised of five education modules (Phase I) is underway.

eLearning on death, dying, and end-of-life care

education in focus september 2015

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