Objective: General practitioners (GPs)

This is a small proof of concept pilot study limited by lack of randomisation. The results demonstrate the feasibility of using a GPR to manage continuity of care for rural community palliative care patients. Given the potential confounding factors, further investigation via a larger randomised trial is required.

In recent years, great progress has been made in teaching medical students, residents and physicians to be more patient focused in their clinical interactions.  Patient-centred medical care initially, and now whole person care, have helped to improve patient experiences of the health system, and led to better patient outcomes.Unfortunately, during this time, teaching methods have not moved forward at the same pace.  Medical education is often teacher focussed and syllabus driven.  Emphasis is put on how to pass assessment tasks and exams.  The learner as a person can be as invisible as the patient once was before the changes towards more person-centred medical care.It is time for a paradigm shift in medical education - for whole person care principles to be applied in education as they have been in clinical care.This experiential, interactive workshop will challenge participants to think about how they deliver educational material for students, residents and continued professional development.  Whole person care principles will be applied to both the planning of an educational event, and to strategies and techniques for delivery of education.  Participants will have an opportunity to practice and refine these techniques.Participants can expect to leave the workshop equipped, inspired and ready for the challenge of leading an education paradigm change within their home institution.  Or maybe they might just have a bit of fun with like-minded colleagues, thinking about new ways of teaching.  

Role plays are almost universally loved by educators as a great teaching tool in the medical context, and almost universally hated by students and doctors on training programs, who cite embarrassment and humiliation as key barriers to embracing this teaching technique. “I would rather walk barefoot over hot coals than participate in a role play in front of my colleagues” is not an uncommon response to the suggestion of using role plays in teaching for doctors and medical students. But the good news is that it does not have to be this way! During this fun workshop, Dr. Hilton Koppe will present a number of role play techniques borrowed from psychodrama and adapted for use within the medical context. His use of role plays in teaching has achieved virtual legendary status as a result of the high evaluations they receive from medical students and doctors in training. Workshop attendees will be invited to participate in a number of scenarios which will be used to demonstrate a range of techniques which make the use of role plays both fun, and a highly effective teaching tool. The rationale underpinning these techniques will be outlined.

And now for something completely different….. As health practitioners, we are involved in writing “stories” every day. The patient record is our interpretation of our patients’ stories (History) and a summary of our response to this (Examination and Management Plan).This record does not allow for much creativity on the part of the writer, and is very limited in its ability to assist the health practitioner in making sense of what has gone on for them at a personal level. To assist in remedying this problem, this workshop will use creative writing as a tool to assist in burnout prevention.The workshop will allow participants an opportunity to experience the use of stories and creative writing as a means of helping them to better manage some of the more challenging aspects of their working life, and to better make sense of what it means to be a health practitioner.Practical writing exercises across a range of styles will assist participants in reflecting on the effect their clinical practice has on their lives with the goal of increasing their enjoyment of work, and of life in general. These simple writing exercises will magically transform challenging patients into interesting people. No previous writing experience is required. Most of all, it will be an opportunity for some light hearted fun with colleagues.Learning Objectives: By the end of the workshop, participants will have had the opportunity to1. Learn knew skills in creative writing2. Reflect on what it means to be a health practitioner through the use of structured writing exercises3. Develop skills in using reflective writing as a way of personal debriefing about experiences at work4. Reignite previously lost passions for creativity5. Marvel at the brilliance of their colleagues6. Share some of their creative brilliance with colleagues, if they choose to.