1. Continuing professional development: Designing an interprofessional program for allied health placement educators
My name is Kate Thomson. I’m from Sydney Uni. I’m interested in professional learning, my PhD was on informal conversations, so if anyone wants to talk with me, I’m happy to talk to you – research says I’ll probably learn something 
This presentation is about some of the teaching that I do with colleagues. We are part of the Work Integrated Learning team It’s a central unit in a large health sciences faculty that coordinates placements across allied health. PT, SP, OT, RC, DR/MRS, EP/ESS. We teach students, and support their educators, and one of the strategies we use is to offer workshops to educators. The focus of this presentation is on the workshops for novice educators.
The intention is for us to teach and research across disciplines. Should I use the WIL promotion research thing at some point?
Presented by
Dr. Kate Thomson, on behalf of Dr. Jennie Brentnall, Ms. Madelyn Nicole, Dr. Belinda Kenny, & Prof. Lindy McAllister

2. What strategies do you use to review your teaching?
Talk to the person next to you for a few minutes about your teaching - what do you do?
Your teaching might include
Large first year
Small online postgraduate
Professional development
Academic development
etc

3. Reviewing our program for clinical educators
To revise our program, we would adopt four main strategies:
Draw upon the relevant literature,
Create opportunities for educator-led content,
Ensure our program uses proven pedagogies for quality continuing professional development, and
Include processes for evaluation and review.

4. According to literature, effective educators:
Have excellent communication and interpersonal skills
Behave professionally
Offer counselling and reassurance
Well-organized
Understand role of educator/purpose of supervision
Are interested in student learning
Assess students appropriately
Respond well to feedback
Encourage student autonomy and active participation
Demonstrate best practice
Knowledgeable as mentors/role models …
Unsurprisingly, many educators feel inadequately prepared for their role!

5. What do you think a quality continuing professional development (CPD) program looks like?
Talk to the person next to you for a few minutes about what you think is quality/best practice and WHY
I think we are on the right track, but we’re not there yet. We may never be.
Our program includes formal workshops, informal discussions (as needed, by phone or as part of site visits), individualised educator coaching (using face-to-face and tele-support modes), interprofessional peer group mentoring, and online activities (e.g., an access-controlled wiki site for educators).

6. What questions did we ask?
Evaluation questions were informed by the concept of constructive alignment (Biggs & Tang, 2007) used in curriculum design and evaluation and Chalmers and Gardiner’s (2015) Academic Professional Development Effectiveness Framework.
Does the program, and its components, represent best practice in CPD for educators?
Is there alignment between the needs participants express and the intended learning outcomes of the program offerings?
Does the program as delivered engage and meet the expectations of participants?
Do participants report gaining knowledge consistent with desirable outcomes (from the literature) and intended learning outcomes (from the curriculum)?

7. Data sources included literature, intended curriculum, participant feedback, and Empathy mapping
and empathy mapping. Some of you might not have seen this. I assume most of you are familiar with participant surveys and literature 
Aims
Have participants (novice educators) reflect on and identify with educator role
Identify for the facilitators the participants’ perceptions, influences and needs
(adapted from Patell, 2013)

8. Empathy mapping – what do novice educators say they need?
Map section and example prompt questions
Novice educator responses
Feelings
What have been your positive and/or negative experiences?
Anxious/worried (workload, meeting students’ expectations or learning needs)
Lacking confidence (not enough training)
Pressured to take students
Excited (giving back to their profession)
Rewarded
Student and patient safety
Influences
What do you hear your colleagues say about students?
Negative comments about students
Time consuming to support students
No down time between placements
Overall goal
What does success look like?
Become a confident and effective educator
Provide a quality (organized) placement
Pass on fundamental knowledge and skills
Students represent and contribute to the profession

9. Alignment between literature, program, and participant needs and feedback
Literature on best practice supervision
Intended learning outcomes (LO)
•Program sessions/activities
Participant needs
Participant feedback
+ positive, • mixed or action-based (ambivalent), - negative,
•Appropriate resources and facilities
•Organised
•Based on learner needs
•Organisational culture values learning
LO2.Prepare and plan for student learning on placement
•planning (resources, activities)
•learning styles
•Pressured to take students
•Provide a structured placement
•Create a positive learning environment
•Unsupportive colleagues
•Preparation: developing orientation resources, structuring placement timetables,
+Providing a facilitatory learning environment
•Understand teaching
•Interested in learning process
•Models of supervision and empirical data
•Effective feedback
LO3.Supervise students using evidence-based education practices and models
•implementation (experience, review)
•peer learning
•feedback (types, examples)
•Provide constructive feedback
+ equipped to provide a quality placement, utilizing peer learning and feedback
• Supervision models (e.g., interprofessional)

10. What answers do we have and where to next?
Does the program, and its components, represent best practice in CPD for educators? No, not yet. It’s aligned with best practice, but doesn’t cover all aspects of best practice support.
Is there alignment between the needs participants express and the intended learning outcomes of the program offerings? No, their expressed needs don’t align with literature or the program’s intended learning outcomes. This may be due to how they see their role and the context they work within – something for us to work on.
Does the program as delivered engage and meet the expectations of participants? Yes
Do participants report gaining knowledge consistent with desirable outcomes (from the literature) and intended learning outcomes (from the curriculum)? Yes

11. Thoughts, questions, comments? Thank you kate.thomson@sydney.edu.au