Pre-conference Worskhops

Workshops

Pre-conference workshop 1: Monday 27th June 08:30-12:00

Getting published: taking intentional steps towards success. A SAAHE HPER SIG workshop

Presented by:

Prof Susan van Schalkwyk (Stellenbosch University)
Prof Francois Cilliers (University of Cape Town)
Dr Ronel Maart (University of the Western Cape)
Dr Ann George (University of the Witwatersrand)

Workshop outcomes and description

By the end of this workshop participants will:

have been exposed to some of the current trends, expectations and processes related to academic publishing in the field of HPE
have critically reflected on their personal research objectives and how these might be linked to publication
have commenced the development of a personal strategy towards intentionally ensuring that their research is disseminated through publication

This workshop will focus on getting our research published. It will commence with an overview of current trends in the field, and the nature of academic publishing. This will be followed by opportunities to highlight challenges, barriers, but also enablers to successful publishing. The approach will be to offer a mix of interactive inputs and breakaway opportunities. Participants will be encouraged to consider where they are ‘in the game’ and what is missing in their toolkit. Specific strategies, including long-term planning will be explored and participants will be guided in developing their own actions plan. Although online, the focus will be on encouraging active participation through the use of the chat function, breakaways, and open Q&A.

Pre-conference workshop 2: Monday 27th June 08:30-12:00

Constructive alignment: Un-fraying the golden thread in teaching, learning and assessment

Presented by:
Prof Werner Cordier (University of Pretoria)
Dr Astrid Turner (University of Pretoria)
Prof Dianne Manning (University of Pretoria)
Dr Martin Brand (University of Pretoria)
Prof Sumaiya Adam (University of Pretoria)
Dr Irene Lubbe (Central European University, Austria)

Workshop outcomes and description
By the end of this workshop participants will:

Discuss the concept and importance of constructive alignment
Assess the constructive alignment within a curriculum
Redesign or realign a curriculum to be constructively aligned

Educational programmes aim to equip their graduates with relevant competencies that should have clearly defined learning outcomes from inception, and appropriate teaching, learning and assessment strategies to ensure that these are achieved. Unfortunately, many programmes lose sight of the ‘golden thread’ that runs from the outcome to assessment as times goes by, thus fail to be constructively aligned. When programmes lack such constructive alignment, undue difficulties emerge for both students and staff as ambiguity arises in what is expected of their learning, teaching and assessment strategies which become less valid or authentic, programmes became content-heavy with irrelevant aspects, and competency attainment becomes more difficult to ensure. During this workshop, a maximum of thirty participants will be taught the foundational principles of constructive alignment and be afforded a hands-on opportunity to assess their curricula in relation to it. Furthermore, mitigation strategies at outcome, teaching, learning, and assessment level will be discussed to assist with the design and/or redesign of a curriculum to ensure constructive alignment.

Pre-conference workshop 3: Monday 27th June 08:30-12:00

Introduction to the 21^st Century Learning Design Framework in Health Professions Education

Presented by:
Dr Paula Barnard-Ashton (University of the Witwatersrand)
Dr Lizelle Crous (University of the Witwatersrand)
Shirra Moch (University of the Witwatersrand)

Workshop outcomes and description
By the end of this workshop participants will:

Describe the 21^st Century Learning Design (21CLD) framework in relation to health professions education.
Design a learning activity for real-world problem solving and innovation.
Evaluate the learning activity against the criteria for real-world problem solving and innovation.

This workshop will introduce the participants to the 21CLD framework by Kereluik et.al (2013) and explore how to craft learning activities to embed the different 21^st century skills into the students’ learning. The focus is on real-world problem solving and innovation as a 21^st century skill, but the skills of knowledge construction, skilled communication, ICT for learning, collaboration in learning and self-regulated learning will be described.

The participants will have the opportunity to design a learning activity for real-world problem solving and innovation in breakaway groups from a template in a Google drive. The groups will thus create shared resources of learning activities through the workshop. The learning activities will then be discussed using the criteria for real-world problem solving and innovation as a method of evaluating the degree to which this skill is embedded in the student learning through each presented activity. As an outcome of a learning activity a student should learn the foundation knowledge associated with the proposed problem and develop the ability to solve real world health professions related problems.

Pre-conference workshop 4: Monday 27th June 12:45-16:15

Does Mentorship matter? The journey to academic promotion

Presented by:
Prof Jacqueline Van Wyk (University of Cape Town)
Prof Sumaiya Adam (University of Pretoria)
Dr Ronel Maart (University of Western Cape)
Dr Ludo Badlangana (University of Botswana)
Dr Kimesh Naidoo (University of Kwa-Zulu Natal)

Workshop outcomes and description
By the end of this workshop participants will:

Obtain and document shared experiences of mentorship models being used across Southern African Universities with an emphasis on ;
- Strategic positioning of mentorship
- Models of use – standardised (formal) or adhoc individual driven (informal).
Document shared experiences on mentorship’s role and relationship with academic promotion.
Draft a framework for institutions/departments to consider when developing formal mentorship programmes in Southern African academic institutions.

A growing evidence base has documented the positive impact of mentorship on various outcomes, including academic promotion, faculty retention, research productivity and career satisfaction. The lack of institutional buy-in and the strategic prioritisation of mentorship is being recognised as a deficit especially with eased access to electronic communication with e-mentoring. This workshop aims to explore the state of mentorship currently in use across Southern African health science faculties specifically through the lens of academic promotion and a premise that mentorship needs a greater strategic focus in academic planning. The workshop will involve sharing stories, debating the merits and sharing insights on mentorship seen through these lenses.

The facilitators hope that by sharing experiences across health sciences disciplines and geographies we document wide ranging experiences. The creation of an appropriate framework aims to assist junior staff on their road to academic promotion. In addition, it is hoped that the reflections of this workshop will serve as the first phase of a developing a manuscript on mentorship and academic promotion with Southern African contexts.

Pre-conference workshop 5: Monday 27th June 12:45-16:15

How curriculum mapping can enhance interprofessional education.

Presented by:
Olaf Ahlers (LOOOP project, Charité, Berlin, Germany)
Prof Dianne Manning (University of Pretoria)
Dr Carol Hartmann (University of the Witwatersrand)
Hanlie Pitout (Sefako Magatho Health Science University)
Till Rech (LOOOP project, Charité, Berlin, Germany)
Dr Jacqueline Jennebach (Society of German Medical Faculties, Berlin, Germany)
Prof Ina Treadwell (Sefako Magatho Health Science University)

Workshop Description

One of the challenges in curriculum development is to make sure that clear learning objectives are aligned with the intended outcomes/ competencies and assessment, even across programmes as required for interprofessional education (IPE). The searchability of an electronic curriculum mapping platform ensures the transparency of the vast amount of information (including organisational aspects) which is essential for review and accreditation processes. It may also provide additional feedback loops for online student comments on curriculum content which could enhance the quality of programmes.

Maximum number of participants is 25

Pre-conference workshop 6: Monday 27th June 12:45-16:15

Riddle: An alternative to online testing

Presented by:
Dr Pieter Ackermann (Sefako Magatho Health Science University)
Prof A Oettlé (Sefako Magatho Health Science University)
Dr G Venter (University of Pretoria)
Dr L Prigge (University of Pretoria)

Workshop outcomes and description

The workshop will give attendees an alternative perspective of what can be done with computer-based testing (CBT), in general, but more specific with Riddle as it has many unique features not shared by others in the field.

Attendees will become more knowledgeable about the:

Extended use of CBT not only for testing but also as a learning program incorporating media as well as scanned 3D images for a richer test experience. It will also give partakers ideas of how to manage guessing in CBT.
Compatibility of Riddle with other CBT programs for offline compilation, uploading of tests and marking offline.
Use of statistical analyses to evaluate the performance in a test and to grade questions for future use.

With the pandemic lecturers were suddenly forced to switch to CBT and MCQs that many were previously reluctant to use. The workshop will demonstrate a large variety of question types including type in and essay questions without putting a huge marking burden on lecturers.

Another issue, especially applicable in Anatomy is the use of live or 3D specimens in practical tests. The workshop will show how these specimens can be replaced by computer images which also include the third dimension.

Another feature not possible with paper-based tests where black and white images are used includes sound and video which now can be incorporated into a CBT. For instance, audio like heart sounds and sonar can now be incorporated into a test and so can 3D scanned images generated when an object is scanned to be printed.

Attendees will gain insight into the development process of a CBT program. It will also empower attendees with ideas and insight to take back and apply to the software they are using. Partakers will also be able to use the software supplied to set some learning programs for their learners.

Workshops