pitamaWhere's Wally?  Finding the place of cultural competency in a medical curriculum

Suzanne Pitama (Ngati Kahungunu) PhD
Associate Professor,
Faculty of Medicine
University of Otago, Christchurch New Zealand

Cultural competency is documented within the literature as having the potential to be a vehicle that addresses health inequities within our communities.  But is this an attainable mandate?  The focus on this presentation will be to identify the complex interactions between variables that influence the design, implementation and evaluation of indigenous health curricula, as a case study to highlight the current challenges to implementing cultural competency within medical curricula. 

Suzanne is the Associate Dean Maori at the University of Otago, Christchurch and the Director of the Maori/Indigenous Health Institute. With a background in educational psychology, Suzanne joined the University of Otago in 2001 developing a keen interest in medical education and subsequently completing her PhD (Otago) on examining the place of indigenous health within medical education.

Suzanne is the Hauora Māori Faculty Representative on the University of Otago Medicine School Curriculum Committee.  In this role Suzanne chairs the Hauora Māori sub-committee, whilst also contributing to other areas within the medical education field including curriculum mapping, the culture, self and diversity working group and has a keen interest in measuring institutional responses to social accountability. Suzanne is a co-investigator on an international collaboration project (New Zealand, Australia and Canada) looking at the role of medical education in addressing health disparities (Educating for Equity). 

brazilGoal directed simulation - connecting clinical education with health service outcomes

Victoria Brazil
Theme Lead - Doctor as Practitioner
Faculty of Health Sciences and Medicine
Bond University, Queensland Australia

Healthcare simulation offers many opportunities for the education and training of health professionals. But does it really make a difference to patient care? Are simulation educators disciplined in targeting patient outcomes as an end point for their activities? How can simulation of patient journeys help connect educational institutions with health services? This presentation will examine the role of technology and simulation in putting patients and patient outcomes at the centre of the educational process.

Victoria Brazil is an emergency physician and medical educator.

She works at the Gold Coast, Australia - in the Emergency Department of the Gold Coast Health Service, and at Bond University Faculty of Health Sciences and Medicine where she leads the clinical skills and simulation program. Victoria’s main interests are in connecting education with patient care - through healthcare simulation, technology enabled learning, faculty development activities, and talking at conferences.

She is an enthusiast in the social media and Free Open Access Medical Education (FOAMed world @SocraticEM), and a keen runner.   

brazilCompassion and the biomedical gaze: the role of the medical humanities

Jane Macnaughton
Dean of Undergraduate Medicine of the School of Medicine,
Pharmacy and Health,
Durham University

The world of 21st Century health care is big business and can sometimes appear to be driven by economics and consumerism.  In the UK, where I work, medical care is carried out largely within the NHS and is subject to the policy and managerial changes that may be the latest whims of government.  These structures can sometimes appear to be at odds with the human values of health care practice.

From the perspective of the field of medical humanities, these concerns are compounded by the fact that clinical care is institutionalised not only managerially but also in the ways in which health professionals learn to think and respond in practice, and to contextualise this reasoning and responsiveness within an evidence base that is largely generated through the biosciences.  Managerialism has learned from this positivistic approach to clinical evidence such that ‘patient safety’ and its accompanying tick box approach to training have tended to dominate professional education and have atomised health care professionals into a series of competencies that are difficult to re-aggregate into a compassionate, caring whole. 

There may be some ways in which science can illuminate aspects of compassion, but for most of us, compassion is learned and understood intersubjectively, through actual relationships with people.  I will further argue, that humane attributes such as compassion derive from our creative imaginations via interactions with, for example, literature and film.  In this lecture I will expand upon the ways in which the perspective of the humanities can work alongside an institutionalised biomedical gaze, challenging its hegemony but also engaging with, refining and nuancing its methodology.  In doing so I will offer new ways of thinking about how health care professionals, who appear at times to have become less compassionate in their approach to care, might reintegrate their coolly professional gaze with a warmly compassionate response to the patient.

Jane Macnaughton is Professor of Medical Humanities at Durham University in the UK and Co-Director of the University’s Centre for Medical Humanities (CMH).  The Centre was established in 2008 as a Wellcome Trust-Funded development from the Centre for Arts and Humanities in Health and Medicine (CAHHM) which she initiated in 2000.  Having arrived at Durham from Glasgow University in 2000, she was also involved in establishing Durham’s new undergraduate medical programme which started in 2001.  She became Dean of Undergraduate Medicine at Durham in 2014.

She has published in the fields of medical education, medical humanities, literature and medicine, history of medicine and health care environments.  Recently her work has focussed on somatic symptoms, especially the problem of chronic breathlessness, which is the subject of her Wellcome Trust Senior Investigator Award in Medical  Humanities (2015) held jointly with Professor Havi Carel at Bristol. 

Her books include, Clinical Judgement (OUP, 2000, with Robin Downie), Madness and Creativity in Literature and Culture (Palgrave, 2005, with Corinne Saunders), The Body and the Arts (Palgrave, 2009, with Corinne Saunders and Ulrika Maude) and The Recovery of Beauty (Palgrave 2015, with Corinne Saunders and David Fuller).  She is co-editor of the Edinburgh Companion to Critical Medical Humanities which will be published in 2016.  Jane was a founder member of the UK’s Association for Medical Humanities (AMH) and was joint editor of the journal Medical Humanities until 2008.  Jane’s current clinical work is in gynaecology and she is an Honorary Consultant in Obstetrics and Gynaecology at the University Hospital of North Durham. 


chanVale Professor LC Chan
The Conference Organising Group, the ANZAHPE Scientific Committee and the ANZAHPE Committee of Management are greatly saddened to announce that Professor LC Chan, who was scheduled to be an ANZAHPE keynote speaker for the combined conference, recently passed away after a short illness in Hong Kong.  We have conveyed our condolences to his family and his many friends and colleagues.  We plan to pay tribute to Professor Chan’s major contribution to health professional education at the conference.