Abstract Manager

Workshop

WH1-3

Accept

I declare I have no actual or potential conflict of interest in relation to this program.

The Covid-19 pandemic crisis with the inherent uncertainly around clinical decision making has led to a significant increase in work-related stress, sickness absence and burnout. Medical educators must focus on enabling resilience through enhancing skills in deep and meaningful reflection and learning.

no

General Call (Workshop, Oral Presentation, Poster Presentation)

Workshop

Teaching Resilience through Peer Group Reflection.

The Covid-19 pandemic crisis with the inherent uncertainly around clinical decision making has led to a significant increase in work-related stress, sickness absence and burnout. Medical educators can make a difference by focusing on educational solutions to shift healthcare culture towards one of learning rather than overwhelm. This workshop will enable medical educators to develop additional skills in enabling their learners to undertake critical reflection of patient care in a creative and interactive way and so become more resilient

Delegates will explore effective methods of small group peer learning using a 'values-based' Balint style approach to reflection, analysis and understanding of their own clinical experiences and enabled to develop facilitation skills needed to achieve deep learning. The workshop will be delivered in phases (all interactive); 1. Explanation and exploration of the technique known as Balint type case-based learning 2. Small group work 1 & 2 plus de-brief on process and facilitation 3. Whole group review of learning with agreed plans for further self-development.

Medical Educators involved in teaching undergraduates, postgraduate specialty trainees and established professionals undertaking CPD activities.

Participants will experience and gain skills in teaching others to; • Develop an approach to optimizing resilience to enhance professional practice and development. • Gain high level skills in reflective practice based on enabling group discussion and critical analysis of the uniqueness of the clinician-patient interaction. • Develop small group leadership skills in using awareness-raising questions (ARQ's) to enable in-depth critical analysis and reflection.

Holmes, J. (2017). VIEWS & REVIEWS Are we all Balintians now ? BMJ, 337(7669), 9-10. Neighbour, R. (2018). The Inner Apprentice (2nd ed.). CRC press. doi: 10.1201/9780203736555-9 Sandars, J. (2009). The use of reflection in medical education: AMEE Guide No. 44. Medical Teacher, 31(8), 685-695. https://doi.org/10.1080/01421590903050374

Case Based Learning

Reflection

Resilience

General

Teaching and learning

Physician & Medical Student Health and Well-being

Faculty Development

Distributed Medical Education

Yes

Yes

Yes

Yes

yes