Towards professionalisation of the health professional education workforce in Australia and New Zealand.

Abstract

Introduction/background Following rapid expansion of health worker education programs, there are serious concerns about the availability and capacity of qualified and experienced educators to optimise student learning across the complex range of settings in which pre- and post-registration learning takes place, including large and small group activities, as well as clinical placements. Currently, many people undertaking health professional education roles have little formal training in education and so often rely on their own experiences as students, as well as the local institutional culture, to inform their practice as learning facilitators. In the UK, the Academy of Medical Educators was formed to address this challenge and promote quality health professional education, though only in relation to medicine and dentistry. It has developed a Professional Standards Framework to define levels of educational proficiency and is responsible for the assessment and recognition of educators, as well as accrediting professional development programs. Purpose/objectives To examine professionalisation of the educator role across the full range of health professions in Australia and New Zealand, as a means to promote quality, legitimise the career pathways and further develop an innovative and sustainable educational community of practice. Issues/questions for exploration or ideas for discussion: What are the drivers for professionalisation of the health professional education workforce? What international models provide examples for improving the development and recognition of educators and how might they inform an Australasian solution? What role should ANZAHPE play in this agenda? Who are the other key stakeholders and how should they be engaged?