2014 PiVE Conference Program
Essential Skills for Practice Success: Keeping your practice on the Sharp Edge of the Educational Roundabout, 17-18 July 2014
|Day 1:||Thursday, July 17|
|8.15 am||Conference registration opens|
|8:45 am||Conference welcome|
Helping junior colleagues navigate difficult transitions
The relatively passive environment of the large classroom is very different from that of the teaching hospital and practices in which students are expected to express opinions and communicate effectively with clients and clinicians. How do we help students and young professionals make this and other important transitions in their early career development?
Clinical reasoning: Is pattern recognition evil?
How do you help a junior colleague decide on when to use pattern recognition (System 1 thinking) or the analytical problem orientated approach (System 2 thinking) to diagnose a case? Should they be using both in tandem?
|11:30 am||Morning tea|
An introduction to mentoring future professionals
Students and early-career professionals benefit greatly from
Mentoring workshop with case studies
Participants, working in small groups, will apply the mentoring model to case studies that illustrate common problems encountered by students and early-career veterinarians. Each group will then present their recommendations to promote discussion and sharing of opinions.
|4:00 pm||Afternoon tea|
‘Cognitive Pills for Cognitive Ills’ in Clinical Reasoning
How many of you know that you use bias everyday in making diagnoses? How many of you resort to mental short cuts (heuristics) in diagnosis to get through the case load so that you can finally go home? If you do, then you know that sometimes they can lead to mistakes ; so, how can you help junior colleagues avoid making mistakes in diagnosis?
|5:30 pm||Closing remarks|
|6:30 pm||Conference Dinner and awards
After Dinner Speaker: Professor Paul Canfield
|Day 2:||Friday, July 18|
|8.00 am||Conference registration opens|
Facilitating effective small-group discussions
Small-group discussions provide important opportunities for students and veterinarians to work collaboratively, express opinions, debate ideas, and reflect critically on their understanding of the subject being discussed. To meet these goals, facilitators must have exceptional skills in planning, questioning, active listening, reinforcing, and summarizing.
How does the profession adapt to the diversity of backgrounds in the emerging graduates now and into the future
Veterinary practice has effectively adapted to the change from a male to a female dominated profession over the past few decades. We are now experiencing an increase in graduates from international backgrounds in the profession. Many of these students will end up staying in Australia and entering the local workforce. How do we optimise the changing environment.
|10:30 am||Morning tea|
Managing student diversity in clinical learning environments - some insights and some strategies.
Veterinary students who come from non-English speaking backgrounds can find clinic–based learning very challenging. Equally, it can be challenging for clinicians who are tasked with supervising these students – how do you negotiate these cultural and linguistic differences, to ensure effective learning takes place?
Preparing a presentation for veterinary audiences
At some time, most of us are asked to give a lecture to students or our peers. Today’s learners expect an educational experience that is interactive and entertaining. How do we prepare a presentation that engages the audience, maintains interest, and achieves the desired learning outcomes in this age of short attention spans?
Tips on really effective feedback for student interns struggling with their clinical performance
As outlined in earlier sessions, today's students come from different cultural backgrounds, have different learning approaches and motivations for becoming veterinarians, thus making traditional feedback methods highly suspect. In addition to being unhelpful for students who perform poorly, traditonal feedback methods may not always prepare all students to be lifelong learners.
|3:30 pm||Afternoon tea|
|4:00 pm||Closing remarks|