Good news - the SHE workshop proposal we submitted to the ASME has been accepted as a 90 minute 'Intra conference workshop' on Thursday 19th July at the Brighton Annual Scientific Meeting.
Workshop title: Teaching sustainable healthcare: a holistic approach to the medical curriculum
Presenters: David Pearson, Stefi Barna, Sarah Walpole, Jason Horsley
To attend: register before Friday 15th June. Registration will open in March 2012.
Workshop Objectives
Knowledge Participants will understand how the sustainable healthcare learning objectives for undergraduate medical students relate to the Tomorrow's Doctors learning outcomes, to the curriculum at their own medical schools, and to their clinical specialties.
Attitudes Participants will recognise opportunities for a more holistic approach to medical training offered by 'systems-thinking' and 'sustainability perspectives', without adding to the curricular load, and without the need for new expertise on their part.
Educational Methods Participants will be introduced to a series of lively, interactive teaching resources (video clips, learning activities, student projects, authentic assessments) in order to model reflective, discussion-based, hands-on, student-led, and non-didactic approaches to teaching and learning.
All materials, including lesson plans, videos, slide packs, stimulating articles, student projects, evaluation measures, etc) will be given to participants to use or develop further.
The UK's Sustainable Healthcare Education Network is a unique collaboration between medical academics, practitioners and students who aim to develop teaching materials and skills for a low-carbon NHS.
Benefits to the medical community
The SHE Network brings together learning and best practice from a range of institutions, professional bodies and third sector organisations (World Health Organisation, the medical Royal Colleges, the NHS Sustainable Development Unit, and the Centre for Sustainable Healthcare). Innovative academics and critically-thinking students then come together to develop ways of using this learning to better articulate the changing role of the doctor in the 21st century.
How will the event be evaluated?
We will collect conventional participant feedback verbally and in writing. We will also pilot a formative assessment activity which allows evaluation and assessment to be demonstrated in action by participants.
