SOCIETY FOR HEALTH ADMINISTRATION PROGRAMS IN EDUCATION
“Promoting Excellence in Health Service Management Education and Research”ABN 74 793 022 315 Website:
SHAPE INTERNATIONAL SYMPOSIUM 2017
Venue: University of New England (UNE) Future Campus 211 Church Street Parramatta NSW 2150
Program
Wednesday 19 July 2017 – Friday 21 July 2017Wednesday19thJuly 2017
SHAPE members and higher degree student day / Topic / Time
Coffee and Registration / 1000 - 1025
David Briggs, President, SHAPE / Welcome / 1025 - 1030
Guest Speaker Associate Professor Christine Jorm. University of Sydney / Clinician engagement in Australia – understanding and improving it / 1030 -1130
Chair: Kevin Forde / Member and higher degree student research presentations / 1130 -1210
- Kate Churruca, Louis A. Ellis, Jeffrey Braithwaite
- Mark Mackay and Don Houston and Ian Walton, Flinders University, Peter Balan OAM, University of South Australia
Lunch / 1210 - 1300
Chair: Anne Smyth / Member and higher degree student research presentations continued / 1300 - 1400
- M Ashraf, R Harrison,R Hinchcliff, *, M Agaliotis, C Balasooriya, L Meyer, D Heslop
*Centre for Health Services Management, Faculty of Health, University of Technology Sydney / Optimising theuseof technology enhanced learning and teaching (TELT) in health service management education / 1300-1320
- P Bartels, University of Twente/Griffith University
- Phudit Tejativaddha*, David Briggs**, Godfrey Isouard***
**Adjunct Professor, NUCHSM, Naresuan University, Thailand, Schools of Health and Rural Medicine UNE, Australia. ***School of Health UNE Australia, and Adjunct Professor, NUCHSM, Naresuan University, Thailand / Developing health management workforce and research towards achievement of Sustainable Development Goals(SDGs): A Journey ofthe College of Health Systems Management at Naresuan University (NUCHSM) / 1340- 1400
Chair: Godfrey Isouard / Online Teaching,the pitfalls: An interactive panel session:
Panel members include: Godfrey Isouard , Kevin Forde. / 1400 - 1500
Afternoon Tea / 1500 - 1515
Chair: Ming Liang / Country, State and Program reports: Open discussion / 1515 - 1600
Chair: David Briggs / Drawing the threads together: issues and actions to be considered by SHAPE / 1600 -1630
Chair: Godfrey Isouard
Tim Smyth, Director ACHSM National Board / ACHSM update-Collaborating with SHAPE / 1630 -1700
SHAPE General meeting and AGM / 1700 - 1800
Host:
David Briggs, President, SHAPE / Welcome Reception for all delegates
Venue: UNE Future Campus 211 Church Street Parramatta NSW 2150 / 1800 - 2000
Thursday 20 July 2017
Main Symposium program / Topic / Time
David Briggs, President, SHAPE / Opening / 0900-0905
Session 1 Chair: David Briggs
Chris Selby-Smith Oration
STEPHEN LEEDER,Director Research and Education Network, Western Sydney Local Health District. Emeritus Professor of Public Health and Community Medicine, Menzies Centre for Health Policy and School of Public Health, The University of Sydney. / The desirability of zero tolerance for procrastination / 0905-1005
Morning Tea / 1005 - 1025
Session 2Chair: Anne Smyth / 1025 - 1205
- Sancia West, University of Tasmania
winner of The Mary Harris Bursary Student Award
- May Mack, Liverpool Hospital
- David Ritchie, Charles Sturt University
- Janny Maddern, Flinders University
- Diana Messum
Lunch / 1205-1245
Session 3Chair: Godfrey Isouard / 1245 - 1500
Panel Session:
Diana Mesum, Karen Patterson, David Briggs and
Dominic Dawson / Training and education of future health service managers / 1245 - 1400
- Sheree Lloyd, Gerard Fitzgerald Cynthia Cliff, Jean Collie
- Chaojie Liu, Timothy Bartram, Sandra G. Leggat
- Aniruddha Vijay Goswami, Sheree Lloyd
Afternoon Tea / 1500 -1520
Session 4Chair: Zhanming Liang
- Sandra Leggat, La Trobe University, Department of Public Health
- Michael Morris, Nazlee Siddiqu Megan Wood, David Greenflied Institute of Health Service Management, University of Tasmania.
- Changmin Tang, A visiting student in La Trobe University Hubei University of Chinese Medicine, China
- Xiaosheng LeiXiaosheng Lei, visiting scholar La Trobe University,
- Annetta Zheng1, Mark Mackay2, Sharyn Rundle-Thiele3
Health Care Management, Flinders University2
Social Marketing, Griffiths University3 / Patterns of alcohol consumption: Observational research in licensed premises / 1640- 1700
Conference dinner / Delegates registered for the Conference Dinner
Location: TBA / 1830 for 1900
Friday 21 July 2017
Main Symposium program / Topic / Time
0900-1005
Session 5Chair: Anne Smyth
- Speaker: Dr Leanne Morton, Executive Manager, Health Access and Performance, Hunter New England Central Coast Primary Health Network (HNECCPHN)
- Simon Barraclough, School of Psychology and Public Health
Morning Tea / 1005-1025
Session 6 Chair: Mark Mackay / 1025-1145
- Helen Black, School of Business, Western Sydney University
- Sandra Sy, Mark Mackay, Flinders University
- David J Heslop, Lois Meyer
- Marion Dixon Pieter Walker Qualitas Consortium Pty Ltd
Chair: David Briggs
Symposium Closure / 1145-1200
Lunch / 1200 - 1225
ABSTRACTS
- How complexity science can feed into SHAPE thinking and programs
Authors: Kate Churruca, Louise A. Ellis, Jeffrey Braithwaite
Authors Affiliation: Centre for Healthcare Resilience and Implementation Science, Australian Institute of Health Innovation, Macquarie University
In recent years, there has been a growing recognition of the difficulties faced by researchers and managers to improve or even affect the healthcare system in the ways intended through their initiatives, with medical error and harm rates that have not decreased significantly despite countless quality improvement strategies [1]. The theory of complex adaptive systems (CASs) has been increasingly taken up in response to issues such as these [2]; it suggests that modern healthcare systems, with their large number of interconnected ‘parts’ (doctors, patients, services, wards), display characteristics of a CAS [3]. CASs are comprised of individual agents (e.g., surgeons, allied health professionals, carers), who behave according their own internalized rules (‘keep the patient alive at any cost’), and interact with one another to form networks or structures of relationships (e.g., health care teams, social groups). It is from this large-scale interactivity that patterns in the system emerge; as such, the system cannot be broken down into its component parts (a doctor, an IT system, a policy related to appropriate hand hygiene) to understand the behaviour of the system as a whole (e.g., the delivery of care to hundreds of thousands of patients across acute, primary and community health services). In a CAS, things (e.g., new ideas, patterns of work) emerge from the interaction of agents; this connectivity also means that if something perturbs the system, even if it is small, its effects may propagate through these relationships, or alternatively be dampened down by adaptation. Hence, quite distinct from Newtonian, linear-oriented, “clockwork” science that has historically informed our understanding and approach to biomedicine and the organization and evaluation of healthcare, in a CAS non-linearity and unpredictability prevail [4]. In this presentation, we examine the utility of CAS theory for healthcare research, improvement and practice. Drawing on our own and others work, we demonstrate that complexity science provides a new lens for looking at healthcare-related problems and points towards some previously under-recognised strategies for, for instance, facilitating organizational change and improvement. The benefits for SHAPE are clear: the CAS paradigm needs to be considered in the teaching of the next generation of students in health administration.
- Dispelling the Notion of the Digital Native Health Care Management Student – A Case Study
Authors:Dr M Mackay, Acting Head, Health Care Management* Dr Don Houston, Senior Lecturer, Centre forInnovation in Learning and Teaching, Flinders University, Mr Ian Walton, Lecturer Health Care Management*Dr Peter Balan OAM, Senior Lecturer, Senior Lecturer, School of Management, University of South Australia
*School of Medicine, Flinders University
Background:
It is common that postgraduate health care management courses in Australia often rely on non-examination based assessment methods. We implemented self-made short video presentations as a method of assessment a financial management subject that is a core subject for three postgraduate courses.
All postgraduate students studying in our program now have the ability to access devices that are able to record high-quality video (e.g., a laptop, iPad or smartphone). The saturation of the student population with such devices has provided us with the opportunity to experiment with new forms assessment, including the production of video recordings of presentations.
Accompanying the saturation of uptake of digital devices is a perception that students are generally able to use these devices to record content such as videos and that they belong to the tribe known as digital natives. The notion of the digital native relates to the idea that “younger” people have been immersed in technology for all or a significantly larger proportion of their lives than past generations (Bayne and Ross, 2007). Accompanying this change in immersion in technology, is also the idea that approaches to education should be modified to better suit the new approaches to learning by the digital native (Oblinger, 2003).
The introduction of a video assignment was based on a desire to implement a method of assessment that would require deeper learning of material by students, enable examination of student knowledge, develop or continue develop the students’ presentation abilities, make the best use of the available face-to-face teaching time and reduce the possibility of plagiarism.
Video assessment has been used elsewhere and this work was based on the endeavours of others (Greene and Crespi (2012), and Talbert (2015)).
Research:
Postgraduate students enrolled in the health and aged care financial management subject were required to complete part of an assignment using a presentation that was recorded as a video. Students were provided with instructions on how to record and submit the video. A questionnaire comprising closed-ended and open-ended questions was developed to capture student feedback regarding the use of video assignments. The questionnaire was administered to students using an open source online survey tool. The data collected was analysed using traditional quantitative methods. Analysis of open-ended responses was based on the more recently developed method of concept-mapping (Balan, 2015).
Findings:
The population of students undertaking health care management training tends to be aged between 25 and 50 years, with the majority of students being aged in the range of 30-45 years.
The belief of the academics involved in the delivery of the subject was that use of a video-assignment achieved the intended outcomes, i.e., deeper learning, provided an opportunity to present material in a real-life situation and reduced the opportunity for plagiarism.
While the student feedback supported the academics’ views regarding the achievement of the intended outcomes, it revealed some unexpected findings including that some students experienced a variety of challenges in completing the video assignment. Recording, file processing, and uploading assignment files to the student learning environment were challenges identified by students.
It was clear that, while the students work in technologically advanced environments, possess smart phones and other digital devices, and are seen constantly using the devices, the notion that educators can expect all students to be “digital natives” and can, or even want to adopt to new learning approaches involving technology was not true for these students.
Implications:
We believe that video-based assignments have a number of potential benefits in addressing deficits in assessment and learning goals, as well as reducing the likelihood of plagiarism. However, the notion that the current generation of post-graduate health care management students are members of the digital native tribe must be questioned.
Educators wishing to innovate and develop of new styles of assessment that rely on technology should not be deterred, but must consider a range of challenges including:
•The lack of student skill in using the technology
•The need to provide additional instruction to students in relation to the use of technology
•The limitations of student learning environments to facilitate the use of such assessment processes
•Variation in Internet access for students, which can significantly affect lodgment of assignments.
Wider Applicability:
We believe that the potential to use video assignments across all areas of health management education exists if the challenges we have identified are addressed.
Keywords:
Video assessment, technology, digital native
References:
Bayne, S., & Ross, J. (2007, December). The ‘digital native’and ‘digital immigrant’: a dangerous opposition. In Annual Conference of the Society for Research into Higher Education (SRHE) (Vol. 20). [Date accessed 23.3. 2017].
Balan, P., Balan-Vnuk, E., Metcalfe, M., & Lindsay, N. (2015). Concept mapping as a methodical and transparent data analysis process. Handbook of Qualitative Organizational Research: Innovative Pathways and Methods, 318.
Greene, H., & Crespi, C. (2012). The value of student created videos in the college classroom–an exploratory study in marketing and accounting. International Journal of Arts and Sciences, 5(1), 273-283.
Jones, C., Ramanau, R., Cross, S., & Healing, G. (2010). Net generation or Digital Natives: Is there a distinct new generation entering university? Computers & Education, 54(3), 722-732. [date accessed 23.3.2017]
Oblinger, D. (2003). Boomers gen-xers millennials. EDUCAUSE review, 500(4), 37-47. [Date accessed 23.3.2017]
Talbert R (2015). How Student Video Presentations Can Build Community in an Online Course. The Wired Campus, The Chronicle of Higher Education, 2 October 2015. [date accessed 1.2.2016].
- OPTIMISING THE USE OF TECHNOLOGY ENHANCED LEARNING AND TEACHING (TELT) IN HEALTH SERVICES MANAGEMENT EDUCATION
Authors:Ashraf, M, Harrison,R, Hinchcliff, R*, Agaliotis,M, Balasooriya,C, Meyer,L, Heslop,D
Health Management Program, School of Public Health and Community MedicineUniversity of New South Wales.
*Centre for Health Services Management, Faculty of Health, University of Technology Sydney
Background:
High quality Health Services Management (HSM) education can strengthen global health systems by enhancing the capabilities of those who manage healthcare organisations. As in other fields, the use of innovative Technology Enhanced Learning and Teaching (TELT) has the potential to revolutionise educational experience and outcomes. TELT strategies provide the means to connect educators and students beyond geographical boundaries, through engaging, interactive educational experiences. There is, however, limited evidence about the utilisation of TELT in this setting and the impacts of TELT on postgraduate HSM educational experiences and outcomes.
Objective:
To identify commonly used TELT strategies in postgraduate HSM education, synthesising what is known about their impacts on the learning experience and on educational outcomes and to identify the gains and challenges associated with the use of TELT strategies in this setting.
Findings:
Our findings indicate that TELT strategies have the potential to enhance the HSM educational experience by promoting student engagement, quick feedback, and group collaboration. Evidence of the educational impacts of TELT strategies in this setting is lacking. Simulation approaches appear to be a particularly valuable TELT strategy, as they provide a safe environment in which students can practice undertaking the decisions and activities required of health managers in complex, dynamic health systems.
Conclusion:
Whilst TELT strategies appear to enhance the HSM educational experience, it is important to ensure that these approaches are mapped to relevant educational outcomes, and there is appropriate evaluation of their impacts on learning and teaching. These approaches are necessary to ensure that the use of TELT is optimised within the HSM field.
Key Words:
Education Technology, Technology Enhanced Learning and Teaching, Information Communication Technology Assisted Learning, Student Engagement, Teaching Delivery, Health Administration Education.
- Quality improvement science in health services management: a framework
Author: P.H.G. Bartels (Peter)University of Twente/Griffith University, research training exchange