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

Weller J. Competency based medical education in the ANZCA training program. ANZCA bulletin. Spring 2024: 57-59. The Training Program Evolution project group was established in 2017 and comprises four streams of work: ANZCA educator skills, accreditation of the learning environment, trainee selection and competency based medical education (CBME). This article focusses on CBME, describing changes in introductory training (IT) and the theoretical and practical underpinnings of workplace-based assessment (WBA).
Shahrezaei A, Sohani M, Taherkhani S, Zarghami SY. The impact of surgical simulation and training technologies on general surgery education. BMC Med Educ. 2024;24(1):1297. Keywords: General surgery education; Simulation-based curriculum; Surgical simulation; Training technologies.
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Abstract
The landscape of general surgery education has undergone a significant transformation over the past few years, driven in large part by the advent of surgical simulation and training technologies. These innovative tools have revolutionized the way surgeons are trained, allowing for a more immersive, interactive, and effective learning experience. In this review, we will explore the impact of surgical simulation and training technologies on general surgery education, highlighting their benefits, challenges, and future directions. Enhancing the technical proficiency of surgical residents is one of the main benefits of surgical simulation and training technologies. By providing a realistic and controlled environment, With the use of simulations, residents may hone their surgical skills without compromising patient safety. Research has consistently demonstrated that training with simulations enhances surgical skills., reduces errors, and enhances overall performance. Furthermore, simulators can be programmed to mimic a wide range of surgical scenarios, enabling residents to cultivate the essential critical thinking and decision-making abilities required to manage intricate surgical cases. Another area of development is incorporating simulation-based training into the wider surgical curriculum. As simulation technologies become more widespread, they will need to be incorporated into the fabric of surgical education, rather than simply serving as an adjunct to traditional training methods. This will require a fundamental shift in the way surgical education is delivered, with a greater emphasis on simulation-based training and assessment.
Zhang T, Li Y, Du Q, et al. The impact of UTeach observation protocol-based multiple-source feedback on improving the quality of online teaching in medical education. BMC Med Educ. 2024;24(1):1296. Keywords: Medical education; Medical teachers; Multisource feedback; UTeach observation protocol.
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Abstract
Background: The ability to teach, as a core competency, has always suffered from a lack of systematic cultivation.

Objective: This study aimed to explore the difference in teaching quality before and after the application of the UTOP (UTeach observation protocol)-based multiple source feedback (MSF) formative assessment of the quality improvement of medical education classrooms.

Methods: This study retrospectively analyzed the teaching quality of the Second Affiliated Hospital of Tianjin University of Traditional Chinese Medicine and the Third Affiliated Hospital of Chongqing Medical University. The participants were divided into control and UTOP groups according to the actual training they took in the teaching. All the participants, including teachers and trainee teachers, who were under conventional teaching methods were in the control group, and those who were under MSF training were in the UTOP group. UTOP and New Teacher Assessment Scores (NTAS) were evaluated, and the differences between the two courses were analyzed. The UTOP group was divided into a teacher group and a practice group according to differences in the participants' teaching experience. The UTOP-MSF evaluation data were extracted and analyzed, and the differences in teaching quality were compared before and after the implementation of MSF training.

Results: The study was conducted for 10 months, with 43 participants completing 120 web-based lectures. In the control group, 32 participants were included, including 22 teachers with 27 courses and 10 trainee teachers who had no teaching experience with 13 courses. Eleven participants in the UTOP group received 9 rounds of MSF feedback training and completed 80 online lectures, including 3 teachers with 19 courses and 8 trainee teachers with 61 courses. A total of 324 evaluations from researchers were extracted and analyzed, including 162 UTOP scores and 162 NTAS; 575 MSF assessments were analyzed, including 438 from the teachers and 137 from the trainee teachers. The participants in the UTOP group had significantly higher UTOP and NTAS scores than did those in the control group did (59.84 ± 14.64 vs. 40.74 ± 6.80, p = 0.000; 73.00 (62.25, 80.00) vs. 53.00 (50.75, 57.00), p = 0.000, respectively). Among the participants who performed UTOP training, the UTOP-MSF scores increased for both teachers and trainee teachers (51.50 (37.75, 68.25) vs. 73.00 (68.00, 76.50), p = 0.022; 41.00 (36.00, 51.75) vs. 68.00 (59.75, 77.00), p = 0.000, respectively). The mean UTOP MSF scores were strongly positively correlated with the mean NTAS (r = 0.640, p = 0.000).

Conclusion: UTOP-based MSF training significantly improved teaching quality in medical education, and it can be an effective tool for evaluating teaching quality.

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Looking for the latest medical education resources? Check out our Medical Education guide.

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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