Monday 3rd December (see programme for details)
ANZACA Mentorship Program HOW2: How to start a clinical anatomy research project
Facilitators: Dr Alexandra Webb (ANU), Dr Stephanie Woodley (Otago), A/Prof Quentin Fogg (Melbourne), Prof Ian Johnson (Macquarie), A/Prof Rod Green (La Trobe)
Heavy teaching loads and service duties can make it challenging for anatomists to engage in and sustain programs of research. Clinical anatomy research projects provide an opportunity for anatomists to undertake research whilst at the same time collaborating with clinical colleagues to contribute to the advancement of clinical examination and management techniques. But how do you get started?
The aim of this workshop is to provide guidance and tips on how to initiate a clinical anatomy research project. The workshop is relevant to all anatomists whether you a student, newly appointed academic or an educator/researcher experienced in other disciplines.
What is clinical anatomy research?
The study of human structure and function to inform and enhance the application of anatomy in clinical settings e.g. patient examination, imaging investigations, surgery, rehabilitation etc.
How is clinical anatomy research performed?
A range of methods are utilised including dissection, medical imaging, electrophysiological techniques, computer modelling, clinical assessments and intervention programs.
What are the benefits of clinical anatomy research?
There are a wide range of benefits to you, the discipline of anatomy and healthcare. Some of these include:
- Contributing to the advancement of anatomy knowledge
- Enhancing your skills and knowledge of anatomy as well as building your research profile
- Providing the anatomical basis to inform and improve clinical techniques
Tuesday 4th December (see programme for details)
Facilitator: Dr Ali Mirjalili (Auckland)
This symposium aims to progress efforts by ANZACA initiated in 2017 advocating the need for an integrated, standardised, national postgraduate anatomy curriculum suitable for surgical training as recommended by the RACS. Key issues to be discussed include the needs of prevocational junior doctors and minimising the amount of remedial teaching necessary to optimally prepare candidates for the GSS anatomy examination; aligning anatomy demonstrator programmes and surgical training; access to cadaveric dissection-implications for Anatomy Schools, Hospitals and Health departments; crafting a summary proposal on behalf of ANZACA for a standardised, national approach-seeking RACS accreditation.
Wednesday 5th December (see programme for details)
Workshop 1A - Incorporating Evidence-Based Strategies for Learning in Your Classroom
Associate Professor Danielle Royer
In this workshop, Dr. Royer will introduce key cognitive strategies for learning and review the evidence in support of each. She will discuss how she incorporates these strategies into her classroom, and highlight examples shared by participants. Participants will work together to develop a plan for incorporating the evidence-based strategies into their own classrooms.
Workshop 1B - Tweet your Research
A/Prof Siân Halcrow (Otago) and Justyna Miszkiewicz (ANU)
The use of Twitter as a platform for global communication has been rapidly increasing since its inception in 2006. More academics than ever are now using Twitter to share their research outputs, views, and latest updates from their projects. This goes beyond simple promotion of their own work, as Twitter has been shown to have a positive role in the exchange of science ideas, research development and even establishing new collaborations that result in publications.
This workshop will be an interactive ‘how to’ tweet your science, catering for beginners to Twitter to those with more experience with this social media platform. We will cover topics including establishing your Twitter purpose/s, developing your Twitter presence, social media etiquette, tips for positive engagement, and enhancing your research, and professional development and impact. Siân and Justyna will give examples from their own Twitter experience to demonstrate how connecting with other researchers has influenced and expanded their research network and publication.
We encourage current Twitter users attending ASHB 2018 to tweet updates using #ASHB2018, and those without an account to set it up before our workshop so that we can have an interactive mini Twitter ASHB 2018 conference during the workshop.
Workshop 2A - Anatomy teaching for science and medical students: ideas and innovations
Professor Simon Parson
We often focus on what we can deliver to our students, concentrating on a series of lectures and practical classes to ‘cover’ specific topics. An alternative approach is to consider what they might need or expect and how we might best enable that. Through a series of activities, we will explore different ways to think about course design and delivery for undergraduates and postgraduates.
Workshop 2B - Increasing Research Impact through Strategic Publishing and Media Attention
Dr Alison Behie (ANU)
With research impact becoming increasingly important for our professional development, this workshop will focus on two different, but equally important avenues to increase your own research impact. For this hands on workshop each participant will bring an abstract from a current research article or project. With assistance from your colleagues and an expert panel we will help you to think about the best journal in which to publish this work as well as the 'media hook' that will engage public interest.
Workshop 3 - Active learning tips and tricks
Dr Pam Megaw
Most of us will have all heard of ‘active’ learning as a way of getting students to engage in class and with their own learning process, but what is it really, and how do you do it? Can you do it in a class with lots of students or only in small classes? Do I need to be a master of technology to make this work in my classes? Can I do it during lectures? Can I use it for assessment?
All this and more will be trialled and explained during this workshop. We will have technology based and not-so-technology based examples of learning activities you could implement in class sizes of 5-500. So come along and be prepared to be active, entertained, and astounded