Supporting and Developing the Junior

Medical Workforce in Psychiatry

Professor Steven C. Boyages

November 2010

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

2

Medical Mistakes trigger major inquiry

into health system-2008

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

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

The Seven Cs to Success

Competency

Culture

Communication

CollaborationCapacity

Coordination

Context Care

Models

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Success is 80% related to people

7

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

Copyright Not for Reproduction 2008

Technology Paradox of Work vs Personal

10

Disconnect in School

11Slide Courtesy of Cisco, Australia

Drivers for change

12Slide Courtesy of Cisco, Australia

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

Content versus collaboration

15Slide Courtesy of Cisco, Australia

Learning Management Systems

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

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

23

Changing Learning

24Slide Courtesy of Cisco, Australia

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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