Scientific
Programme
Programme-at-a-Glance
Pre- and Post-Congress
Workshops
 
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I think the importance of such a
meeting is really to bring the network together. Having a Congress such as this one
allows the different groups and individuals who will not normally interact to come together.
That level of learning, socialising together and understanding what is happening in other
departments is critically
important to the future of Academic
Medicine.
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”
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~ Prof Elizabeth Armstrong
Clinical Professor in Paediatrics & Director,
Harvard Macy Institute, Harvard Medical School
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Programme >
National Joint Healthcare Education Symposium
Education for Tomorrow’s Healthcare
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Track type: Symposium |
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Duration: 90 minutes |
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Location: Academia, Auditorium |
Healthcare is transforming from an
illness-based, provider-led system to one that is broadening its focus to
delivering care across the continuum of patient needs. Along with changing
demographics, increasing focus on chronic disease prevention and management,
and generational changes in the healthcare workforce, a successful
transformation in healthcare requires the right people with the right skills in
the right place.
Nurses,
being the largest professional workforce, play a central role in this
revolutionary process as we evolve into more integrated and efficient systems
of care. The potential for academic nursing to be a driving force has not been
realised to its full potential. A new era of academic nursing calls for a
shared vision among academic and clinical leaders, and renewed ties among the
three pillars of clinical practice, academia and research.
Topic 2:
Interprofessional Assessment – Can It Be Done as a Team?
 Speaker: Prof Celia Tan
Assessment drives learning is a well-known adage, but the assessment of interprofessional skills especially for healthcare students in the multi-disciplinary team, has become a quandary that many clinical educators are obligated to solve. Many factors present as barriers for effective assessment and some of these include identifying outcomes to be achieved, as well as solving the power differential that exists in the academic and clinical environment.
Whilst there is a lot of literature to share about best practices on interprofessional training and outcomes however, few studies have presented on effective assessment tool for the team. For a start, clearly defining the outcomes whether it is Interprofessional Education or Interprofessional Practice would enable the educators to determine the knowledge and skills to teach and hence select the right assessment tools to drive the learning experience.
Topic 3:
The Professional for Tomorrow’s Healthcare: What New Skills Do We Need?
Speaker: Assoc Prof Nicholas Chew
Healthcare faces challenging times in the years ahead – the rise of chronic illnesses, ageing populations, coupled with global fiscal uncertainty, make current systems of healthcare delivery unsustainable. Radical transformation in healthcare systems is needed to meet these challenges, starting with reform in healthcare professionals' education and training curricula. The time is ripe for a rethink of the new skills that will be needed in 21st century healthcare.
The National Healthcare Group Education Office has held discussions with educators and practitioners of healthcare in Singapore about the attributes needed in the professional for tomorrow’s healthcare (PTH). What are these attributes, and why are they critical for success in healthcare delivery? The PTH model encapsulates the critical capabilities needed by all who work in healthcare; it provides a common platform for aligning education and training goals of various professional groups, and provides a shared language for all as we move towards redesigning better healthcare for tomorrow.
Topic 4:
Rethinking What It Means and Takes to Be Data-informed in Healthcare Professionals’ Education
Speaker: Mr Lim Yong HaoDue to a combination of expanding roles and responsibilities, major reorganisation of clinical training, and the massive growth of data, educators in the healthcare professions are increasingly required to make more diverse decisions on what to teach, and how to teach. Furthermore, there is also increasing expectation to support these decisions with data.
This calls for a rethinking on how we use data in decision making, especially when it comes to complex decisions that we face in healthcare education.
Using examples of attempts in using data to inform decision making, this talk aims to 1) examine what it means to be data-informed and 2) draw attention to the roles of organisational data culture, and data literacy in working towards data-informedness.
Topic 5:
*Information is correct at time of update
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