Keynote Speaker: Elizabeth Rider
Abstract Due Date: 29 June 2021Register
This conference brings together academics, educators and practitioners from a wide variety of fields, for a collaborative, multidisciplinary exploration of the ways in which the pandemic has impacted education, and medical / nursing education. All abstracts are peer-reviewed. Themes and issues for the conference include, but are not limited to:
Stream A: Medical Education
More specifically, medical, nursing and other healthcare educators must train students, and a range of approaches have been taken, from placing interns into functional roles, to clinical simulations, to case studies. In what ways can these effectively replace previous pedagogic modalities? How will it impact the lives, careers and learning of medical and nursing students? In what ways do the new working realities and the ‘hidden curriculum’ take a toll on them? What happens to medical educators functioning under lockdown? What limitations do they experience? How can this be handled?
Stream B: Education
How has the coronavirus impacted education? Many teachers and university lecturers are lecturing online. Do the platforms that connect them with their students also create barriers? Their students are studying, progressing and being assessed under lockdown conditions. To what degree do the technical affordances of online teaching meet, or fail to meet teaching and learning needs? How well do they approximate previous pedagogic practices and instruments? What are the changes and the challenges to curriculum, delivery, interactions and assessment? How do administrators, teachers and students respond to this situation? How will this experience impact the lives, careers and understanding of these students? What the new working realities? What are new norms, beliefs and values of online teaching and learning? Will online delivery replace traditional teaching?
Stream C: Coronavirus and compassionate care
What does compassionate care mean, in a time of pandemic? What are the trade-offs between compassionate interactions, and real clinical situations? Many clinicians and practitioners now work in contexts of limited resources and adverse policies. How can it be enacted in the daily practice of clinicians and practitioners? What is compassionate care, in such circumstances? How can we educate clinicians and practitioners, to prepare them for these challenges, when they are also dealing with stress, overwork, mental illness, addiction, negative administrative contexts, administrative burdens, dysfunctional workplaces, the politicisation of medicine, inadequate PPE, insufficient medtech, work-life balance, the pressure to be perfect, and other difficulties of their jobs? What are the limits of these daily norms? Where should we be pushing these norms and limits, and how? What do different kinds of patients want, and expect, in situations such as end-of-life care? How do norms and practices of compassionate care differ with age, gender, native language, cross-linguistics situations, culture, class, ability, and other elements of identity?
Stream D: Data analytics and the pandemic
In order to find out how the pandemic is impacting medical and nursing students, we are soliciting papers from medical and nursing educators. These papers ask use structured interviews, and evaluate the data with content analysis software. Conference participants interested in cooperating with this effort will publish papers in a journal special issue with HEDRA advisory board members. If you are interested in this, please click here.
The conference welcomes abstracts from academics and researchers working on healthcare communication, caregivers, clinicians and doctors working in any medical field, clinical, hospital and medical administrators, people working in interprofessional fields, medical educators, nurses, pharmacists, physical therapists, psychologists and others. Participants will be able to watch a plenary session, and participate in a live-stream roundtable, and a conference roundtable discussions.Register