Workshops

TUFH699

Authors: Erin Cameron, Roger Strasser, Amy Clithero-Eridon, Robyn Preston, Pauline Sameshima, Jill Allison, Miranda Waugh, Holly Fleming

Organization: Northern Ontario School of Medicine

Country: Canada

Sub-Theme: Innovative Ways for Community Mobilization and Engagement of Stakeholders

Agenda at TUFH 2021: Wednesday, July 21st, 2021 05:00 – 07:00 AM UTC+0

Abstract:
Social accountability was conceptualized by the World Health Organization to address the priority health concerns of a country, region and/or community. However, social accountability has largely been documented at an institutional level without understanding the lived realities for the people of a community. This project aims to build understanding of the lived realities of social accountability through the lens of COVID-19 beginning with the people in New Mexico (USA), Queensland (Australia), Northern Ontario (Canada), and Newfoundland and Labrador (Canada) and expanding outwards to understand at both a local and global level the nuances and intricacies surrounding the concept. The project uses an arts integrated method to examine the values, meanings, contexts, and lived experiences of “social accountability”.

This workshop will explore the lived realities of social accountability by looking at the nuances associated with the words through both story-telling and art. A conversation circle will begin the workshop to help express people’s fears and excitement surrounding both the word and the concept. Afterwards workshop participants will have the opportunity to delve deeper into the meaning by creating art around their conversation about what social accountability means to them, to the healthcare system and to medical education. Participants will have the opportunity to view each other’s art and discuss the subtleties and themes that arise from their creations.

TUFH576

Authors: Akiko Maeda, Rabia Khan, Alex Berland

Organization: The Network: TUFH 

Country: Japan

Sub-Theme: High-Quality Learning and Collaborations in the Health Workforce

Agenda at TUFH 2021: Wednesday, July 21st, 2021 05:00 – 07:00 AM UTC+0

Abstract:
Background: In increasingly complex care environments, providers need to work as inter-professional team members while engaging with patients and communities. Pre-service training and continuing professional development programs focus on team problem-solving and communication skills. In practice settings, however, teams may not perform well due to both internal (individual and organizational) and external (organizational and contextual) factors. In tackling this challenge, our workshop draws on systems thinking tools as well as the presenters’ extensive global experience.
Learning Objective: Workshop participants will use two tools: “Readiness Assessment” and “Learning Needs Assessment” to analyze contextual factors, group readiness and their personal learning needs to engage effectively in collaborative activity. Regarding readiness, participants will assess organizational and contextual barriers and facilitators along a developmental pathway so they can set priorities based on their own situation. In the learning needs assessment, participants will reflect on evaluation of their own teamwork skills; their attitudes toward teamwork; and actual use of those skills in their workplace. This exercise will enable individuals to identify personal learning needs that they can work on even if their workplace is not ready. Actual cases will be presented and discussed regarding the practical application of the tools in international settings.
Practice Session: Workshop participants will adapt two planning tools, “Personal Learning Needs Assessment” and “Organizational Readiness Self-Assessment”, to analyze and prioritize team-building challenges they face in their own practice setting.

TUFH581

Authors: Zilla North, Louis Jenkins, Arnold Smit

Organization: George Hospital

Country: South Africa

Sub-Theme: High-Quality Learning and Collaborations in the Health Workforce

Agenda at TUFH 2021: Wednesday, July 21st, 2021 05:00 – 07:00 AM UTC+0

Abstract:
The Values Driven Leadership for Healthcare Providers (VDL-HP) Programme is designed to develop skills in a variety of practical exercises that are simple enough to repeat in workplace-based settings where we guide teams to solve problems and make decisions based on ethical dilemmas faced by the individual, team, institution or broader society. During 2020, with the disruption of the Covid-19 pandemic, VDL face-to-face workshops were replaced with monthly “leading from the heart” discussions via online MS Teams including district and regional hospitals. During the VDL-HP workshop, practical exercises in active listening, appreciative inquiry, brainstorming, case studies and games are demonstrated and performed by participants. They are empowered to formulate an approach to resolving a personal ethical dilemma. The importance of communication, relationships and capacity building within leadership development in the health team is well known and these workshops assisted to lay the foundation and build the relationships we depended on during 2020.
The VDL-HP sets exercises up in such a way that they serve the very purpose of building our confidence and skill in voicing and practicing our values. As we learn how to master this, values-driven living and leading produces well-being for us as individuals, as teams, as organisation and as society.
During this conference workshop, participants will be introduced to the VDL-HP method, exercises and learning process. Participants are encouraged to implement relevant exercises in their workplace to enhance ethical dilemma problem solving and strengthen the healthcare system.

TUFH651

Authors: Fungai Muzeya, Hester Julie, Jeffrey Hoffman

Organization: University of the Western Cape

Country: South Africa

Sub-Theme: Community-Based Education for Health and Social Care Students

Agenda at TUFH 2021: Wednesday, July 21st, 2021 05:00 – 07:00 AM UTC+0

Abstract:
Background:
Higher education institutions (HEIs) have been called upon to upscale their performance in relation to their contribution to socioeconomic development. Community engaged teaching and learning (CETL) strategies are one of the approaches to achieve this target. Community engagement is a contested field that is associated with a plethora of terms. However, it has become apparent that these context-specific conceptualisations are not necessarily congruent with national and continental development agenda.
Aim: The purpose of this workshop is to orient and provide opportunity to share experiences of typologies of community engaged teaching and learning participants in health Sciences within a South African setting .The following objectives will derive from the aim:
1. Identify the transformative nature of community engaged teaching and learning.
2. Validate community engaged teaching and learning experiences as authentic learning and indigenous learning.
Methodology
The facilitators will present CETL as experienced at selected health sciences faculties in South Africa. A typology of how faculty conceptualise transformative CETL and an example of mapping of CETL exercise in a four-year nursing degree programme will be presented. Participants will have an opportunity to interrogate and discuss the CETL typology presented. The proceeding will then require a break-away session to engage in discussions followed by a plenary session to summarise the forth coming ideas and further conceptualisations.
Participants’ take-home message.
CETL is a high impact practice that is transformative and has a potential for producing socially responsive graduates.

TUFH597

Authors: Klaus Von Pressentin, Helanie Pool, Haniem Salie, Abhaya Karki, Linda Hiemstra

Organization: University of Cape Town

Country: South Africa

Sub-Theme: High-Quality Learning and Collaborations in the Health Workforce

Agenda at TUFH 2021: Thursday, July 22, 2021, from 8:30 – 10:30 AM UTC+0 

Abstract:
The COVID-19 pandemic has demonstrated the value of interprofessional team-based care, especially during the rehabilitative recovery journey of patients who have survived. In interdisciplinary teams, individual experts collaborate to meet the patient’s needs. The team of workshop co-facilitators represent several key disciplines, who have gained experience in post-COVID-19 rehabilitation from both ambulatory care and facility-based care perspectives (include COVID-19 field hospitals).
During the workshop, the facilitators will invite participants to reflect on their own practice and learning experience around the following core topics:
1. What role have you seen for your specific discipline in dealing with COVID-19 and post-COVID-19 rehabilitation?
2. With which disciplines have you found yourself collaborating in the care of patients with COVID-19 -related problems?
3. What opportunities do you see for further interdisciplinary care collaborations and what challenges do you foresee?
Workshop participants will explore these topics in an interactive manner with a focus on what can be done to support those patients who are at home, what happens in the in-patient space (facility-based care), and what happens with those who were admitted post discharge/or those who remained at home but are struggling to recover (ambulatory care). The outcomes of the workshop will include a renewed understanding of the types of COVID-19 scenarios patients and their primary care providers might experience, as well as the range of contexts of care and complementary roles of the interdisciplinary team-members in providing collaborative care.

TUFH736

Authors: Akiko Maeda, Bruce Chater, Arthur Kaufman

Organization: WONCA Rural, University of New Mexico, The Network: Towards Unity for Health (TUFH)

Country: Australia, Canada, United States

Sub-Theme: High-Quality Learning and Collaborations in the Health Workforce

Agenda at TUFH 2021: Thursday, July 22, 2021, from 8:30 – 10:30 AM UTC+0 

Abstract:
We live in a global healthcare workforce crisis. WHO’s Global Strategy on Human Resources for Health: Workforce 2030 emphasizes the importance of dynamic and effective health practitioner regulation to the achievement of SDG3: Good Health and Wellbeing. A synthesis paper, published in February 2015 to inform the beginning of a Global Strategy, offers guidance to key stakeholders in the health workforce sector, including public and private sector employers, professional associations, education and training institutions, labour unions, bilateral and multilateral development partners, international organizations, and civil society. But WHO Member States are experiencing substantial stress in implementing the Strategy due to the increasing volume and privatization of health professional education; rising importance of previously unregulated occupations and emergence of new occupations; emergencies and humanitarian crisis; accelerating international mobility and cross border service delivery; rapid changes due to technology; increasing importance of team-based and integrated service delivery; and increasing consumer demand, expectation and knowledge.

This workshop explores strategies, based upon the competency frameworks developed by WHO for Migrant Health Competencies, University of New Mexico for Community Health Workers, and WHO and WONCA Rural for Rural Retention Guidelines, to establish and recognize new categories of workers into healthcare teams.

By the end of the workshop, participants will be able to articulate strategies: 1) to integrate existing healthcare workforce into multi-disciplinary teams; 2) to develop workforce competencies for an emerging workforce; and 3) leading toward governmental adoption of policies recognizing an emerging workforce cadre.

TUFH607

Authors: Roger Strasser, Sarah Strasser

Organization: University of Waikato

Country: New Zealand

Sub-Theme: What can we learn from your Primary Health Care Practice and Experiences?

Agenda at TUFH 2021: Thursday, July 22, 2021, from 8:30 – 10:30 AM UTC+0 

Abstract:
Drawing on research evidence and successful examples, this workshop will present the “start local” health service delivery model, health system design framework, and financing models intended to ensure high-quality local comprehensive PHC is available and accessible in all rural and underserved communities. PHC team members are generalists in their disciplines, working together in collaborative practice as the frontline providers of care that responds to the health needs of the population they serve.

The most successful model of education and training for local comprehensive PHC is socially accountable, immersive community-engaged education woven into a facilitated education and training pathway starting with recruiting local students from rural and underserved communities. Successful attraction, recruitment, and retention of PHC team members results from the systematic approach of the Remote Rural Workforce Stability Framework with the three main tasks of the plan, recruit, and retain supported by a long-term strategy and five conditions for success.

All levels of the health system (local, regional, and national) are enhanced by intersectoral collaboration with the active participation of all Partnership Pentagram members (policymakers, health administrators, health professionals, academics, and communities), underpinned by a local health needs-focused national health strategy, up-front local investments in PHC infrastructure and personnel, and funding models that reward achieving health outcomes.

After brief presentations by workshop presenters, participants in this workshop will relate the “start local” approach to their own experiences and explore the practicalities of its implementation in their own setting.

TUFH550

Authors: Noviarina Kurniawati, Siti Rochmah Projosasmito

Organization: Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada

Country: Indonesia

Sub-Theme: High-Quality Learning and Collaborations in the Health Workforce

Agenda at TUFH 2021: Thursday, July 22, 2021, from 8:30 – 10:30 AM UTC+0 

Abstract:
Online learning, either synchronous or asynchronous, has its own strengths and challenges. Both sessions have to work in synergy to create meaningful learning. Gagne 9-events of instruction provides a practical framework to design a whole sequence of online learning experiences. Gamification is known to increase learner engagement. This workshop aims to provide a hands-on experience for the participants to build their own gamified lesson based on Gagne 9-events of instruction in a third-party web application platform.