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Vision and Direction for CETI
This document discusses challenges facing the health system including rising demand from population growth and chronic illness, and constrained capacity. It introduces the Clinical Education and Training Institute which aims to improve healthcare through workforce education and training. Key goals include achieving competency standards for graduates, improving clinical supervision models, and developing an e-learning platform. Success requires a focus on people, technology enabling new learning approaches, and clear roles for curriculum development, assessment, and program management.
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Vision and Direction for CETI
- 1. Supporting and Developingthe Junior Medical Workforce in Psychiatry Professor Steven C. Boyages November 2010
- 2. Challenges to thehealth system Rising Demand Growing & ageing population Chronic illness rising High levels smoking, obesity, stress High consumer expectations Constrained Capacity Patient Safety Workforce shortages and attitudes Manage demand within finite resources Cost vs investment NSW spends about 28% of budget on health care 1.3 million dollars per hour 2
- 3. Medical Mistakes triggermajor inquiry into health system-2008
- 4. Clinical Education and Training Institute Clinical Excellence Commission Agency for Clinical Innovation Bureauof Health Information The Four Pillars of Reform of the Public Hospital System
- 5. Clinical Education andTraining 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 Csto Success Competency Culture Communication CollaborationCapacity Coordination Context Care Models 6
- 7. Success is 80%related to people 7
- 8. Understand the natureof 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 ofWork vs Personal 10
- 11. Disconnect in School 11SlideCourtesy of Cisco, Australia
- 12. Drivers for change 12SlideCourtesy of Cisco, Australia
- 13. Technology Enabling • NewWays of Organising Learning • New pedagogy • New relationships • More sophisticated learning mix • Richer assessments and evaluations • Data at all levels 13
- 14. Technology (finally) ripefor education 14Slide Courtesy of Cisco, Australia
- 15. Content versus collaboration 15SlideCourtesy of Cisco, Australia
- 16.
- 17. Developing a commonplatform 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. 17
- 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 18
- 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 19
- 20. Investing In HealthIT perceived as a solution to some of the challenges Benefits Improved automation Improved productivity Reduced duplication Improved safety Improved patient and staff experience Improved reach of information and service Risks Financial investment not realised Poor connectivity Lack of common standards Increased risk to patients Increased staff frustration and lower morale Staff expectations not realised Poor execution and implementation due to inadequate training 20
- 21. Execution is thekey 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 • NewWays of Organising Learning • New pedagogy • New relationships • More sophisticated learning mix • Richer assessments and evaluations • Data at all levels 22
- 23.
- 24. Changing Learning 24Slide Courtesyof Cisco, Australia
- 25.
- 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 26