Library resource guides: ANZCA Educators Program (AEP): Overview

Redesigned ANZCA Educators Program - Overview

The ANZCA Educators Program (AEP) is a practical course designed to equip participants with the knowledge and skills to be competent clinical teachers. It is open to ANZCA fellows, specialist international medical graduates, provisional fellows and trainees (BT onwards), and to FPM fellows and trainees. A review of the AEP has been completed led by the ANZCA Educators Sub-Committee, with extensive input from AEP Facilitators and external experts. The Redesigned ANZCA Educators Program has been launched and now consists of:

Five core modules over 1.5 days to complete the course (previously eight modules over 2.5 days)
A new course handbook that also functions as an enduring reference for participants

Learning outcomes for the revised course are based on the progression indicators in Tier One (Knowing and Doing) of the recently-launched ANZCA Educator Competency Framework. This is the foundational level of competency, applicable to all ANZCA and FPM fellows in their role as clinical teachers.

The following Learning Outcomes underpin the content (interweaved throughout the modules):

Establish positive working relationships and communicate effectively with learners
Promote a culture that emphasises equity and social justice, and is free from discrimination, bullying, and harassment
Recognise the influence of unconscious bias on teaching, learning, and assessment
Recognise the influence and importance of role-modelling in the educator role

Additionally, trainees are able to gain credits towards the “teach a skill” and “facilitate a group discussion/running a tutorial” activities (Scholar Role Activities).

Visit the AEP page on the ANZCA website for information on upcoming courses. If you are interested in becoming an AEP Facilitator, email us at aep@anzca.edu.au

Module 1: Planning Effective Teaching and Learning (PETL)

Describe the principles of adult learning relevant to medical education
Create a supportive and psychologically safe educational environment**
Outline an approach to performing a needs assessment
Write a SMART learning objective
Develop a teaching plan for a teaching and learning session

**New learning outcome

Module 2: Facilitating Learning in Clinical Settings 1 (FLICS1)

Identify specific characteristics of teaching and learning in the clinical setting
Evaluate the use of deliberate teaching tools in the clinical setting* • Plan a session to facilitate learning of a practical skill
Demonstrate key concepts to facilitate learning of a practical skill
Adapt teaching and learning approaches to a variety of clinical settings*

*Significantly modified learning outcome

Module 3: Facilitating Learning in Clinical Settings 2 (FLICS2)

Describe models for feedback conversations*
Conduct an effective feedback conversation*
Outline the factors required to provide effective clinical supervision
Articulate appropriate levels of supervision for various clinical scenarios*

*Significantly modified learning outcome

Module 4: Teaching in Non-Clinical Settings (TINCS)

Evaluate the utility of different non-clinical settings to facilitate teaching and learning*
Outline approaches for facilitating a small-group discussion*
Incorporate techniques to promote interactive teaching and learning in small groups*
Outline approaches for managing the 'different' participant behaviours that can impact on learning*

*Significantly modified learning outcome

Module 5: Assessment and Evaluation in Medical Education (AEME)

Describe the key concepts in assessment
Describe different assessment instruments and their role in facilitating learning, with a focus on WBAs*
Outline methods to evaluate a teaching encounter**
Outline approaches to seek feedback and reflect on own teaching practice**

*Significantly modified learning outcome
**New learning outcome

Additional concepts in medical education (included in handbook)

Recognise the importance of professionalism, leadership, and teamwork in medical education**
Recognise the basic principles of coaching, mentoring, and professional development**
Demonstrate awareness of fair and equitable selection processes for learners**
Identify and support learners experiencing difficulty**
Recognise different approaches to producing new knowledge in medical education research, including quantitative and qualitative approaches**
Describe the principles of critical appraisal and peer-review**
Identify the standards set by statutory and other regulatory bodies in provision and quality assurance of medical education**

**New learning outcome

Medical Education Spotlight

Racism, Microaggressions, and Allyship in Health Care: A Narrative Approach to Learning by Ifeolorunbode Adebambo; Adam T. Perzynski [eds] This book provides a complete teaching companion that an organization can use to educate on the hard topics of racism, antiracism, microaggressions, bias and allyships. It explores the experience of underrepresented minority trainees and other healthcare professionals with racism and allyship. Talking about racism is challenging due to the amount of associated pain, suffering and strong emotions. Creating a respectful, open, interactive and safe place to have conversations, teach and learn is paramount in order to produce change in the healthcare environment. Using narratives to facilitate difficult conversations is familiar to healthcare professionals, and with humility reminds us that we are all "patients" that also need healing. Narratives promote self-reflection and have the power to change beliefs and attitudes. The volume opens with introductory chapters that focus on definitions, historical context and the current climate of racism, bias, microaggressions and allyship. Narratives are presented in 42 chapters organized by themes of racism, microaggression, allyship, sexism and health equity. Each narrative is an honest representation of real-life encounters within the healthcare system. The narratives include personal experiences of racism in health care, explicit and implicit bias, microaggressions and experiences of anti-racist efforts and allyship. There are clear instructions on how to use the narratives for teaching and to facilitate discussion. Among the book's benefits: Explicitly includes the perspective of trainees and administration; Engages learners in affective and emotional learning as well as practical and cognitive learning modes; Provides a series of historical cases, consistent with the preferred and traditional learning modality of health professions; Includes an array of activities, tools and learning exercises. Racism, Microaggressions and Allyship in Health Care is a timely and essential text for medical student and resident training, graduate and undergraduate nursing programs, advanced practice care providers, clinical faculty and staff development, CME workshops, public health programs, and hospital administration. It also is a useful resource for undergraduate pre-medicine programs, structural racism courses, and advanced social science courses (health disparities, medical sociology, inequality, healthcare policy). 
ISBN: 9783031680694
Publication Date: 2024-10-24
Problems and Pitfalls in Medical Literature: A Practical Guide for Clinicians by Adam L. Cohen This book aims to teach the skills for assessing the quality of a medical article. It focuses on problems and pitfalls that may interfere with the validity of an article so that readers know what problems to look for and how to tell if an article has successfully addressed them. It focuses on concepts rather than formulas. In each chapter, one article will be analyzed to illustrate a particular concept, demonstrating when to look for that pitfall, how to recognize it, what effect it would have on results, and how to tell if an author has successfully mitigated the pitfall. Written with clarity and precision, this invaluable resource ensures that readers develop a deep understanding of the critical elements that underpin the quality of medical literature. Each chapter presents a specific concept and employs a practical approach, utilizing the analysis of a real-world medical article to illustrate the concept in action. By dissecting the research, readers learn to identify common pitfalls, recognize their influence on the results, and determine whether the author has effectively addressed them. By exploring topics such as research methodology, bias detection, and result interpretation, Problems and Pitfalls in Medical Literature empowers readers to go beyond a superficial understanding of articles and critically evaluate their reliability and relevance.
ISBN: 9783031402951
Publication Date: 2023-09-27
Preparing Learners for Uncertainty in Health Professions: A Handbook for Educators by Michelle D. Lazarus, Georgina C. Stephens [eds] This book serves to fill a critical gap in existing healthcare education resources, by raising healthcare professional and healthcare educators’ awareness of uncertainty tolerance. This handbook explores the impact health professions education (and educators) can have on the future healthcare workforce’s ability to manage uncertainty effectively, and provides practical approaches (including exemplar curricular templates) for supporting this essential workplace-ready, transferable attribute.
Publication Date: 2024

Fox J, Saluja S, Batacan R Jr, Pullen C, Yong F, McGrail M. Rural and metropolitan applicants' experiences of the admissions process for a provisional entry regional medical training pathway. Aust J Rural Health. Epub December 16, 2024. Keywords: medical education; medical school admission and selection; rural medicine; social accountability.
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Abstract
Objective: To explore the experiences and perceptions of rural and metropolitan applicants preparing for and completing all admission components for a provisional entry regional medical pathway.

Setting: Provisional entry regional medical pathway.

Participants: Provisional entry (school-leaver) applicants (N = 18) who completed a Multiple Mini-Interview (MMI).

Design: Applicants were invited to participate in a semi-structured interview regarding their experiences of the admissions process relative to their background (rural/metropolitan origin). A constructivist approach with a social accountability lens was taken for these semi-structured interviews.

Results: Themes were related to whether the applicants were classified as rural or metropolitan origin and the impact of the applicant's geographical location and connections to the local community, differences in local school and social support, and challenges in allocating medical school preferences.

Conclusion: Overall, applicant perceptions and experiences of the admissions process were influenced both positively and negatively by whether they were of rural or metropolitan origin. Strategies are required to ensure applicants with genuine rural interest, whether they are of rural or metropolitan origin, have access to sufficient support and resources while applying to regional medical pathways to ensure they are not disadvantaged, thus meeting admissions goals of the program.
Okeke CC, Gboyega-Adejuwon AP, Zubair A, et al. Perception of Medical Students on Anaesthesiology as a Specialty: A Systematic Review. Cureus. 2024;16(11):e73213. Keywords: anaesthesia; anaesthesiology; medical student; perception; specialty.
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Abstract
Anaesthesia is integral to a wide range of clinical procedures; however, there is a global challenge in the anaesthesia workforce due to several contributing factors. This study seeks to assess the knowledge and perceptions of medical students regarding anaesthesia as a specialty. Understanding these perspectives is essential to addressing the global shortage of anaesthesia professionals. PubMed, Scopus, African Journal Online, and ProQuest were searched from the database inception to July 2024 to identify relevant studies. A total of 2,575 articles were identified. After title and abstract screening, 2,137 articles were excluded. After full-text screening, 2,098 articles were excluded. Eight articles were included in this qualitative analysis. We included primary studies published in peer-reviewed journals that reported the perception and choice of anaesthesiology as a future career by medical students in their clinical years (years five and six), with reasons, irrespective of medical institution, age, or gender, were included. In total, 2,135 students from six countries were included in the eight studies: Pakistan, Saudi Arabia, Nigeria, Austria, the United States of America, and South Africa, with Nigeria and Saudi Arabia each contributing two studies. The study designs utilised included cross-sectional surveys, descriptive cross-sectional studies, and questionnaire-based studies. The mean age of the students ranged from 23 to 28 years across the studies, with 748 male students, 530 female students, and 857 students whose gender was not specified. A significant proportion of students were aware of the role of anaesthetists; however, only 178 students expressed an interest in specialising in anaesthesia, with the most common reason being a genuine interest in the specialty. The studies reviewed identified several reasons why students did not consider anaesthesiology as a preferred speciality, including limited patient contact, which affects the doctor-patient relationship, lack of recognition or respect from peers, low income, limited availability of local job opportunities or training positions, and the presence of anaesthetic nurses. A critical factor highlighted across all studies was the length of exposure to anaesthesia during clinical rotations. Medical students recognise the importance of anaesthetists but are often deterred from pursuing the specialty due to various factors, which could be mitigated through enhanced exposure, increased visibility, financial incentives, and mentorship.
Omid A, Haghani F, Toufan N. Developing a model for clinical teaching with emotional intelligence. BMC Med Educ. 2024;24(1):1404. Keywords: Clinical teaching; Emotional intelligence; Qualitative method.
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Abstract
Background: Clinical teaching is an essential part of medical education and clinical teacher must acquire the necessary competencies to perform such a role. In this regard, there is emphasis on emotional intelligence as an essential competency. The aim of this study was to develop a model for clinical teaching with emotional intelligence based on the experiences of clinical teachers.

Methods: A workshop on teaching with emotional intelligence was designed and conducted three times. One month after, a sample of workshop participants (N = 18) was selected through purposive sampling and their experiences of clinical teaching with emotional intelligence were described using focus groups (n = 3) and deductive content analysis.

Results: A model consisting of four themes: preparation and start communication before round, sustained communication during rounds, promotion after the round, and managing social interactions throughout the presence in the ward were presented for describing clinical teachers' experiences.

Conclusion: In this study, a model for using emotional intelligence in clinical setting was extracted. This model can be used in faculty development programs. A suggestion for future research is to examine the effect of using the model on learning outcomes and patient care.

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Learn@ANZCA

Learn@ANZCA (formerly Networks) is the college's learning management system.

ANZCA educators program The AEP has been developed as a practical teaching course to support all clinicians who have a teaching role and particularly those who work with trainees, including supervisors, fellows and senior trainees. The course will prepare you with the appropriate knowledge and skills in educational principles to facilitate learning and teach with results in the anaesthetic and pain medicine environment.
FPM: Better Pain Management The Better Pain Management program has been designed for those engaged in the care of patients with persistent pain. FPM trainees may find these modules to be a useful resource for consolidating their learning. ANZCA Fellows and trainees may also find this program to be helpful in extending an interest in pain topics.
Supervisor of training induction course This course is designed to be an interactive guide for new supervisors of training orientating themselves to the role. These modules explore key functions and responsibilities of an SOT including conducting effective workplace based assessments, navigating pathways for supporting trainees as well as guidance on what to do in situations around bullying, discrimination and sexual harassment.
Fundamentals of feedback Comprised of seven e-learning modules - including an introductory module - designed to up-skill and support you to have effective feedback conversations in all aspects of your daily practice, the Fundamentals of Feedback course is designed to introduce you to a conversational framework that may be applied to feedback conversations, both clinical and simulated settings.

Related courses

ANZCA Educators Program (AEP)
This is an interactive five module course, delivered over 1.5 days, designed to equip anaesthetists and faculty of pain medicine specialists with the knowledge and skills to be competent clinical teachers.
FPM: Better Pain Management Program
The FPM Better Pain Management program has been designed for specialist and general medical practitioners, medical students, nurses and allied health practitioners engaged in the care of patients with persistent pain.

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