Tuesday 11 Feb 2025,

12.30 - 13.30,

MTC 109/11.

What is compassion training and why do students need it?

Kate Owen & Louise Dunford

We will share some early findings which show worryingly high levels of stress, burnout & depression in our 3rd year medical students; explain some of the theory and evidence behind compassion training for health care professionals; share some early quantitative results suggesting benefits and also some of the qualitative findings which give an insight into why this might be.

Thursday 13 March,

12.30-13.30,

Beehive Clinical Skills LabLink opens in a new window.

Involving patients in your teaching: how to get started.

Lindsay Muscroft and the MBChB Clinical Skills Team.

We will hear from the clinical skills team about how they have involved patients in their teaching sessions, and we will hear from some patients about their experiences of getting involved. The session will close with some advice about how to get started if you would like to involve some patients in your teaching going forwards.

(Please note this replaces the session previously planned for Tuesday 11 March.)

Thursday 3 April,

12.30 - 13.30,

A042.

Exploring the Inclusive Education Hub – Your Toolkit for Change.

Emily Róisín Reid and Sean Barrett.

We will introduce the Inclusive Education Hub - a co-created resource designed to support educators and those who facilitate learning in embedding inclusive practices more effectively.

This practical, solutions-focused session will provide an opportunity to:

✅ Reflect on how your role is so important in supporting inclusion, by connecting to an overview of Inclusive Education in the broader HE landscape.

✅ Explore the WMS Inclusive Education Hub’s checklists, tools and resources.

✅ (If we are up for it!) Experiment with AI on the topic of inclusive education as relevant to your role and your work with students.

✅ Take away a few actions for further developing our inclusive practice over the next year.

Why attend?

In an increasingly diverse and dynamic educational landscape, making sure our teaching and learning environments are inclusive and supportive for our learners is really important, but it isn’t always clear what individuals can do. This session is designed to provide you with immediately actionable next steps, with small steps you can take to more equitable and student-centred learning environments.

This session is open to all educators, research supervisors, leaders and those who support student learning across WMS. Basically, everyone! Whether you are new to inclusive education or seeking to take more advanced steps, this session will provide a structured space to engage, reflect, and take tangible steps forward.

Tuesday 15 April,

12.30 - 13.30,

MSB A0.41

Visiting speaker: Game based learning in health care education.

Dr Cameron Gosling, Monash University.

Students in the bachelor of Paramedicine complete a foundation unit title Paramedicine in the Australian health care system. The unit delivers a structured introduction to public health and the Australian healthcare system. This introduction addresses contemporary public health principles and practices including key concepts such as population health, social determinants of health, and the core roles and functions of public health systems, policies and programs.

Students undertaking this unit often find difficulties understanding and applying funding models to real life situations. Poor formal student feedback evaluations are common in this unit, with qualitative comments including statements around content being dry, boring, and not reflective of current paramedic practice. The combination of these factors led to a revision in some teaching approaches.

The teaching team introduced the “Healthcare funding and ethics” game, to facilitate discussions on how funding models work within the Australian context, allowing debate on how ethical decisions are made.

This presentation will cover key lessons learned, inherent biases identified and the process of publication of findings. As part of the presentation approaches to education research and publication will be discussed.

Cameron Gosling has been an academic member of staff with the Monash University, Department of Paramedicine since 2016. Previously he has held roles as a Research Fellow at Monash University with the Department of Epidemiology and Preventive Medicine based at the Alfred Hospital (2009-2013) and the Department of Physiotherapy (2013-2016). His research training was primarily in injury epidemiology.

Cameron is currently a senior lecturer and Higher Degrees Research Coordinator in the Department of Paramedicine. He has previously held the position of Course Director for the Bachelor of Paramedicine (2019-2024). His research focus has included injury epidemiology, in particular investigating sports, workplace and traumatic injuries and paramedic education and practice. He has experience applying quantitative and qualitative methodologies across varied projects in paramedicine.

Thursday 8 May,

12.30 - 13.30,

Beehive Clinical Skills LabLink opens in a new window.

‘Buddy-up’ pilot scheme for Phase-3 CBL facilitation: sharing and supporting facilitation skills and perspectives.

Dr Raghu Adya & Colleagues

(Please note this replaces the session previously planned for Thursday 1st May.)

Tuesday 27 May,

12.30 - 13.30,

MTC 109/11.

Building Belonging

Cath Fenn

Thursday 12 June,

12.30 - 13.30,

Beehive Clinical Skills LabLink opens in a new window.

Tuesday 17 June,

13.00 - 14.00,

MTC 109/11.

Title tbc

Erin Fillmore & Colleagues

Friday 27 June.