The Australian and New Zealand Clinician Educator Network (ANZCEN) Unconference: What’s an unconference and how can it develop communities of practice?

Ross, Paul; Moon, Kylie; Paras, Annie; Long, Paul W; Paterson, Sheree; Ghani, Manisa; Knott, Cameron; Lister, Bruce; Nickson, Christopher P; Massey, Debbie

doi:10.1080/13561820.2020.1724902

Cited by 4 publications

(4 citation statements)

References 13 publications

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“…The event additionally featured invited speaker presentations and a panel discussion on topics relevant to telementoring and rural health care. During the third year of program implementation, the RTTC hosted a virtual Rural Telementoring UnConference, which leveraged a destructured conference format ( 20 ) to create space for incubating ideas and building partnerships around salient topics in rural health.…”

Section: Methodsmentioning

confidence: 99%

Utilizing PRISM and RE-AIM to implement and evaluate the Rural Telementoring Training Center (RTTC) for health care workforce development in rural communities

Melhado,

Schneegans,

Rochat

et al. 2023

Front. Health Serv.

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IntroductionAmid rural health worker shortages and hospital closures, it is imperative to build and maintain the local workforce. Telementoring (TM) or technology-enabled mentoring, is a tool for improving health care quality and access by increasing workforce capacity and support. The national Rural Telementoring Training Center (RTTC) was developed to compile and disseminate TM best practices by delivering free training, tools, and technical assistance to support the implementation, sustainability, and evaluation of new and current TM programs for rural health workers. This paper details how the Practical, Robust Implementation and Sustainability Model (PRISM) was used to understand the context that shaped implementation as well as how Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) was concurrently applied to frame outcomes.MethodsThe RTTC has three implementation strategies: outreach, training and technical assistance (TTA), and a Quality Measure Toolkit. Ongoing periodic reflections with the RTTC team, informed by PRISM, were collected, as were RE-AIM outcomes. Central to this design was the continuous review of incoming data in team meetings to inform programmatic changes by identifying challenges and applying modifications to strategies in real time.ResultsMajor implementation changes discussed during reflections included providing timely and relevant messaging through various platforms, streamlining and customizing a TTA approach, and offering different options for accessing the Toolkit. The outreach strategy resulted in high Reach across the US, with over 300 organizations contacted. The effectiveness of the RTTC was demonstrated by counts of people engaging with outreach (ex. over 8,300 impressions on LinkedIn), the website (over 6,400 views), and e-bursts (33% open rate). Moreover, there were 32 TTA requests and 70 people accessing the Toolkit. Adoption was demonstrated by 27 people participating in TTA and 14 individuals utilizing the Toolkit.DiscussionThe integration of PRISM and RE-AIM frameworks promoted a holistic implementation and evaluation plan. Using PRISM, the RTTC team was able to reflect on the implementation strategies through the lens of contextual factors and make rapid programmatic changes within team meetings. That process resulted in outcomes framed by RE-AIM. The integration of two frameworks in tandem provided an adaptive and comprehensive approach to implementing a large-scale, national program.

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Section: Methodsmentioning

confidence: 99%

Utilizing PRISM and RE-AIM to implement and evaluate the Rural Telementoring Training Center (RTTC) for health care workforce development in rural communities

Melhado,

Schneegans,

Rochat

et al. 2023

Front. Health Serv.

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“…Platforms for innovation within and across institutions can also be developed to generate “good ideas.” Venues that foster spontaneous interactions and creative collisions must be valued, even when they may seem to be at odds with outcomes-oriented efficiency. Interactions can be facilitated synchronously, such as through “unconferences,” [ 50 ] in which a group first gathers around a shared interest, then collectively creates and proceeds through an agenda. These can also be conducted asynchronously, such as through social media or crowdsourcing platforms.…”

Section: How We Can Look For Blind Spots In Medical Educationmentioning

confidence: 99%

Blind spots in medical education: how can we envision new possibilities?

et al. 2022

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As human beings, we all have blind spots. Most obvious are our visual blind spots, such as where the optic nerve meets the retina and our inability to see behind us. It can be more difficult to acknowledge our other types of blind spots, like unexamined beliefs, assumptions, or biases. While each individual has blind spots, groups can share blind spots that limit change and innovation or even systematically disadvantage certain other groups. In this article, we provide a definition of blind spots in medical education, and offer examples, including unfamiliarity with the evidence and theory informing medical education, lack of evidence supporting well-accepted and influential practices, significant absences in our scholarly literature, and the failure to engage patients in curriculum development and reform. We argue that actively helping each other see blind spots may allow us to avoid pitfalls and take advantage of new opportunities for advancing medical education scholarship and practice. When we expand our collective field of vision, we can also envision more “adjacent possibilities,” future states near enough to be considered but not so distant as to be unimaginable. For medical education to attend to its blind spots, there needs to be increased participation among all stakeholders and a commitment to acknowledging blind spots even when that may cause discomfort. Ultimately, the better we can see blind spots and imagine new possibilities, the more we will be able to adapt, innovate, and reform medical education to prepare and sustain a physician workforce that serves society’s needs.

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“…However, not all learning media can be used as a way to increase student interest in learning. Therefore, educators are required to be more creative in developing learning media (Hanney & Skirkeviciutey, 2020;Moon, 2018;Ross et al, 2021). The utilization of learning media in the teaching and learning process needs to be planned and designed systematically so that learning media is effective for use in the teaching and learning process.…”

Section: Introductionmentioning

confidence: 99%

Application of Learning Media and Technology in Schools to Increase Student Interest in Learning

Puhka,

Annemari,

Harry

2023

World Psychology

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Long before the development of technology, in the world of education the learning media used has not developed rapidly. Educators are required to increase student interest in learning by using modern technology media. Learning media is a technology that carries messages that can be used for learning purposes and is a communication to convey subject matter. Learning technology is utilization, management to facilitate the learning process. The purpose of this study is to determine the application of learning media and technology that can increase student interest in learning, especially in schools. This research uses Quantitative research by conducting online surveys and in-depth interviews with school teachers. The results of this study explain that there are several applications that are used as media for learning, one of which is YouTube. The conclusion of this study explains that there are many technologies or applications that can be utilized to increase student interest in learning. The limitation of this research is that researchers only collect information related to applications that can be utilized to increase student interest in learning, researchers hope that future researchers can develop learning media applications as a tool to help teachers and students in the learning and teaching process

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The Australian and New Zealand Clinician Educator Network (ANZCEN) Unconference: What’s an unconference and how can it develop communities of practice?

Cited by 4 publications

References 13 publications

Utilizing PRISM and RE-AIM to implement and evaluate the Rural Telementoring Training Center (RTTC) for health care workforce development in rural communities

Utilizing PRISM and RE-AIM to implement and evaluate the Rural Telementoring Training Center (RTTC) for health care workforce development in rural communities

Blind spots in medical education: how can we envision new possibilities?

Application of Learning Media and Technology in Schools to Increase Student Interest in Learning

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