The document discusses challenges facing the health system including rising demand and constrained capacity. It introduces the Clinical Education and Training Institute which aims to improve clinical workforce development through education and training. Key goals include achieving competency standards for graduates and building better clinical supervision systems. Success requires a focus on factors like competency, context, coordination, culture, communication, capacity and collaboration. Technology is seen as enabling new learning models if implemented appropriately through engagement and integration.

1. Supporting and Developing the Junior
Medical Workforce in Psychiatry
Professor Steven C. Boyages
November 2010

2. Challenges to the health system
Rising Demand Constrained Capacity
 Growing & ageing population  Patient Safety
 Chronic illness rising  Workforce shortages and
 High levels smoking, obesity,
stress attitudes
 High consumer expectations  Manage demand within finite
resources
 Cost vs investment
 NSW spends about 28% of
budget on health care
 1.3 million dollars per hour
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3. Medical Mistakes trigger major inquiry
into health system-2008

4. The Four Pillars of Reform of the Public
Hospital System
Clinical
Education
and Training
Institute
Bureau of Clinical
Health Excellence
Information Commission
Agency for
Clinical
Innovation

5. Clinical Education and Training Institute
VISION
To lead, facilitate and build sustainable capacity to improve health and achieve
better health through education, training and development of a clinical workforce
that will meet the healthcare needs of the people of New South Wales.
MISSION
Investment, Innovation and Influence
GOALS
 To achieve inter-professional standards of competency for new
graduates
 To build better systems and models of clinical supervision
 To develop and role a learning management system to facilitate e –
learning and blended learning opportunities

6. The Seven Cs to Success
Competency
Context Care
Models
Culture
Coordination Communication
Capacity Collaboration
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7. Success is 80% related to people
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8. Understand the nature of the work
• Workforce
• Mobile
• Collaborative
• Team based
• Bee-hive mode
• Disconnected
• Malunga.C, 2000: The Beehive Model for Team Building, Footsteps Magazine no 43

10. Technology Paradox of Work vs Personal
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11. Disconnect in School
Slide Courtesy of Cisco, Australia 11

12. Drivers for change
Slide Courtesy of Cisco, Australia 12

13. Technology Enabling
• New Ways of Organising Learning
• New pedagogy
• New relationships
• More sophisticated learning mix
• Richer assessments and evaluations
• Data at all levels
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14. Technology (finally) ripe for education
Slide Courtesy of Cisco, Australia 14

15. Content versus collaboration
Slide Courtesy of Cisco, Australia 15

16. Learning Management Systems

17. Developing a common platform
 eLearning by definition is any learning that can be delivered
(and undertaken) electronically.
 There are 2 elements to eLearning:
o the technology, or learning experience, ie the electronic
media of formats
o the learning design, or the learning experience, ie the events,
activities and relationships that the learner is involved in
 While the technology and the learning design are
intrinsically bound together, it is useful to be mindful of these
elements in isolation when considering eLearning.
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18. eLearning is evolving
 eLearning is an evolving format which has been
enabled through technology. Just as the landscape of
„technology supported activities‟ continues to evolve, so
does eLearning
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19. Types of eLearning
 Web-based or online tutorial
 Podcast / Vodcast
 Virtual or Simulated Reality
 Webinar / Virtual Classroom Session
 Blog
 Threaded online discussion
 Wiki
 Yammer; Twitter (micro-blogs)
 Mobile learning (mLearning)
 Others e.g. Web sites, Video or Phone Conferencing
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20. Investing In Health IT perceived as a
solution to some of the challenges
Benefits Risks
 Improved automation  Financial investment not
 Improved productivity realised
 Poor connectivity
 Reduced duplication
 Lack of common standards
 Improved safety
 Increased risk to patients
 Improved patient and staff  Increased staff frustration
experience and lower morale
 Improved reach of  Staff expectations not
information and service realised
 Poor execution and
implementation due to
inadequate training
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21. Execution is the key
Evolution as opposed to revolution
Engagement with key staff in design
Integration with key legacy systems
Understand complexity and complex systems
Manage expectations and scope
Understand nature of the workforce
Appropriate start up and sustainable training

22. Technology Enabling
• New Ways of Organising Learning
• New pedagogy
• New relationships
• More sophisticated learning mix
• Richer assessments and evaluations
• Data at all levels
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23. Curriculum Alignment
Assessment
Learning Learning
Objectives Materials
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24. Changing Learning
Slide Courtesy of Cisco, Australia 24

25. Clinical Supervision
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26. Roles and Responsibilities
 Building and owning programs
 Building and owning courses
 Integrating with existing programs (eg colleges)
 Commissioning others to build programs and courses
 Managing and administering programs and courses
 Acting as a “clearing house” of resources and programs
(portal)
 Resource program/course development and maintenance
 Running assessments
 Evaluating programs/courses
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