Vision and Direction for CETI
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Transcript of Vision and Direction for CETI
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Supporting and Developing the Junior
Medical Workforce in Psychiatry
Professor Steven C. Boyages
November 2010
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Challenges to the health system
Rising Demand Growing & ageing population Chronic illness rising High levels smoking, obesity,
stress High consumer expectations
Constrained Capacity
Patient Safety
Workforce shortages and
attitudes
Manage demand within finite
resources
Cost vs investment
NSW spends about 28% of
budget on health care
1.3 million dollars per hour
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Medical Mistakes trigger major inquiry
into health system-2008
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Clinical
Education
and Training
Institute
Clinical
Excellence
Commission
Agency for
Clinical
Innovation
Bureau of
Health
Information
The Four Pillars of Reform of the Public
Hospital System
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Clinical Education and Training Institute
VISIONTo lead, facilitate and build sustainable capacity to improve health and achieve
better health through education, training and development of a clinical workforce that will meet the healthcare needs of the people of New South Wales.
MISSIONInvestment, Innovation and Influence
GOALS
To achieve inter-professional standards of competency for new graduates
To build better systems and models of clinical supervision
To develop and role a learning management system to facilitate e –learning and blended learning opportunities
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The Seven Cs to Success
Competency
Culture
Communication
CollaborationCapacity
Coordination
Context Care
Models
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Success is 80% related to people
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Understand the nature of the work
• Workforce• Mobile
• Collaborative
• Team based
• Bee-hive mode
• Disconnected
• Malunga.C, 2000: The Beehive Model for Team Building, Footsteps Magazine no 43
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Copyright Not for Reproduction 2008
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Technology Paradox of Work vs Personal
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Disconnect in School
11Slide Courtesy of Cisco, Australia
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Drivers for change
12Slide Courtesy of Cisco, Australia
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Technology Enabling
• New Ways of Organising Learning
• New pedagogy
• New relationships
• More sophisticated learning mix
• Richer assessments and evaluations
• Data at all levels
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Technology (finally) ripe for education
14Slide Courtesy of Cisco, Australia
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Content versus collaboration
15Slide Courtesy of Cisco, Australia
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Learning Management Systems
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Developing a common platform
eLearning by definition is any learning that can be delivered
(and undertaken) electronically.
There are 2 elements to eLearning:
o the technology, or learning experience, ie the electronic
media of formats
o the learning design, or the learning experience, ie the events,
activities and relationships that the learner is involved in
While the technology and the learning design are
intrinsically bound together, it is useful to be mindful of these
elements in isolation when considering eLearning.
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eLearning is evolving
eLearning is an evolving format which has been
enabled through technology. Just as the landscape of
„technology supported activities‟ continues to evolve, so
does eLearning
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Types of eLearning
Web-based or online tutorial
Podcast / Vodcast
Virtual or Simulated Reality
Webinar / Virtual Classroom Session
Blog
Threaded online discussion
Wiki
Yammer; Twitter (micro-blogs)
Mobile learning (mLearning)
Others e.g. Web sites, Video or Phone Conferencing
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Investing In Health IT perceived as a
solution to some of the challenges
Benefits
Improved automation
Improved productivity
Reduced duplication
Improved safety
Improved patient and staff
experience
Improved reach of
information and service
Risks
Financial investment not realised
Poor connectivity
Lack of common standards
Increased risk to patients
Increased staff frustration and lower morale
Staff expectations not realised
Poor execution and implementation due to inadequate training
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Execution is the key
Evolution as opposed to revolution
Engagement with key staff in design
Integration with key legacy systems
Understand complexity and complex systems
Manage expectations and scope
Understand nature of the workforce
Appropriate start up and sustainable training
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Technology Enabling
• New Ways of Organising Learning
• New pedagogy
• New relationships
• More sophisticated learning mix
• Richer assessments and evaluations
• Data at all levels
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Curriculum Alignment
Assessment
Learning
Materials
Learning
Objectives
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Changing Learning
24Slide Courtesy of Cisco, Australia
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Clinical Supervision
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Roles and Responsibilities
Building and owning programs
Building and owning courses
Integrating with existing programs (eg colleges)
Commissioning others to build programs and courses
Managing and administering programs and courses
Acting as a “clearing house” of resources and programs
(portal)
Resource program/course development and maintenance
Running assessments
Evaluating programs/courses
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