Scholarship of Discovery
THE ROLE OF HEALTH PROFESSIONS' ACCREDITATION STANDARDS IN FACILITATING OUTCOME-BASED EDUCATION: A POLICY ANALYSIS
We led a team from across the Faculty of Medicine, Nursing and Health Sciences (FMNHS) to explore the extent to which accreditation supports development of work-ready graduates. Accreditation policies and processes were analysed and 18 interviews were conducted with staff from 10 disciplines who had experienced accreditation in the past five years. Accreditation processes were found to emphasise supports, curriculum inputs and systems to optimise student learning. Tensions related to competition between universities and inflexibilities of accreditation bodies related to input versus outcome focused education were identified. These findings provide important insights into enactment of accreditation systems, drawing attention to key tensions that must be addressed in the pursuit of outcome-based education to ensure preparation of work-ready health professional graduates.
SUPERVISION WORKSHOPS FOR HEALTH AND HUMAN SERVICE WORKERS
Whilst delivering the Victorian DHHS funded supervision workshops online in 2020 we conducted a realist evaluation of these workshops which were provided to Victorian health and human service workers over 2017-2020. The evaluation was based on the realist review of literature in supervision that we recently published. Additionally, we interviewed both program developers and workshop participants to seek understandings of what worked from the workshops, for whom, in what context, and why. We are in the final stages of writing up this work that we will soon share.
HIGHER DEGREE RESEARCH SYMPOSIUM
During late September we held our third annual Higher Degree Research Symposium online. Professor Elizabeth Molloy presented an insightful keynote on shedding light on balance in
academic careers which was well received by the large audience.
IMPACT OF THE COVID-19 PANDEMIC ON LEARNING AND TEACHING IN HEALTH PROFESSIONAL EDUCATION
We embarked on a research project to evaluate the impact of COVID-19 pandemic on selective health courses in the FMNHS. We are employing a longitudinal mixed-methods study design using a range of data sources (e.g. survey and interviews/focus groups with students and teachers, student assessment and teacher evaluation) in this study. We have completed the collection of the first round of empirical data. This includes 476 surveys and 8 focus group interviews with 26 students, 95 surveys and 20 individual interviews with teachers. The process of data analysis is underway.