2018 CHES Celebration of Scholarship
The Centre for Health Education Scholarship will host the CHES Celebration of Scholarship on Wednesday, October 3, at The University of British Columbia’s Robert H. Lee Alumni Centre. This event is an opportunity for the CHES community to showcase and share their work and celebrate the accomplishments of the health professions education scholarship network. We are pleased to announce the Annual Gordon Page Invited Lecturer will be Dr. Alan Bleakley, Emeritus Professor of Medical Education and Medical Humanities at Plymouth University Peninsula College of Medicine and Fellow of the Academy of Medical Educators.
In celebration of CHES’ 10th Anniversary, our founding Director Dr. Joanna Bates, will be the Closing Plenary.
|ACTIVITY||START TIME||END TIME|
|Morning Round Table Discussions||08:00||09:00|
|Welcome Address: Dr. Roger Wong
Video Message: Dr. Santa Ono
|Gordon Page Invited Lecture: Professor: Alan Bleakley||09:30||10:30|
|Oral Presentations Session 1||10:45||12:00|
|Oral Presentations Session 2||13:15||14:15|
|Poster Presentations and Coffee Break||14:15||15:15|
|Closing Plenary: Dr. Joanna Bates||15:15||15:45|
|Closing Remarks: Dr. Dermot Kelleher||15:45||16:00|
|Wine and Cheese Reception||16:00||17:00|
*Please note there will be refreshments provided throughout the day
Gordon Page Invited Lecture
“You can observe my breathing but you cannot occupy my breath”: Curriculum Intervention Through Health Humanities as an Act of Resistance
As a product of the triple hegemony of (i) the medical model, (ii) the competency movement, and (iii) learning communication through simulation, contemporary healthcare professions education is increasingly instrumentalized and rendered insensible. Education is reduced to training; capability to competence; and capacity to skill. Potentially liberating metaphors shaping authentic collaborative practices (such as healthcare as ‘hospitality’) are overshadowed by medicine’s historically determined hubris and militarism (‘war on disease’). These lamentable hangovers do not create an optimal climate for patient care and safety. Yet the cultures of healthcare professions education seem reluctant to muster forces politically, aesthetically and ethically to resist uncreative sovereign power structures. A revolution in curriculum design is called for – a reconceptualisation of pedagogies leading to authentic democracy in the workplace advanced through innovations in education (and not ‘training’).
But what will be the major medium for such structural change? This talk will set out a manifesto for establishing the ‘critical’ medical/ health humanities as core and integrated provision across medical/ health professions education curricula. This requires designing curricula as performative texts: particularly through aesthetic (sensibility and beauty), political (power and resistance) and ethical (social justice and tolerance) dimensions; promoting identity politics and democratic habits, including feminist frames for language and performativity; replacing unproductive metaphors shaping practices; challenging utilitarian notions of ‘health’ and ‘wellbeing’; and promoting collaborative emotional support for students and practitioners.
The first part of the talk will outline a series of discomfiting, historically determined, and self-inflicted symptoms suffered by medical and healthcare cultures. The second half will put healthcare on the couch to suggest how we might attend to these symptoms, placing emphasis on a therapeutic role for the medical/ health humanities, as planned rather than ad hoc provision. In particular, well-designed curriculum interventions can promote democratic habits and educate for sensibility, with patients at the heart of the process. “You can observe my breathing but you cannot occupy my breath” is a quote from Frantz Fanon, referring to the Algerian resistance movement against French imperialism.
Professor Alan Bleakley is Emeritus Professor of Medical Education and Medical Humanities at Plymouth University Peninsula School of Medicine. He is a Fellow of the Academy of Medical Educators, and was President of the Association for Medical Humanities from 2013-2016. Dr Bleakley has a background in biological sciences, psychology, psychotherapy, cultural studies and education. He has worked clinically as a psychotherapist alongside an academic career focused on health professions education, specializing in medical education and medical humanities.
As a Professor of Medical Education and Head of Clinical Education Research at Peninsula Medical School, Dr Bleakley was instrumental in developing a highly innovative curriculum, including establishing the medical humanities as core, integrated and summatively assessed provision. He continues to be a leading international figure in both medical education and the medical humanities, although now formally retired from full-time academic work.
His major applied research contribution focused on educating surgical inter-professional teams in communication, where he pioneered the use of video ethnography debriefing. His international reputation, however, is built more on his ‘deep’ theorizing of medical education and medical humanities, grounded in innovative pedagogies such as curriculum reconceptualisation and sociocultural perspectives. He is author and editor of fourteen books, including most recently Thinking with Metaphors in Medicine: Re-shaping Clinical Work (2017), as well as many peer-reviewed papers and book chapters. He is also a widely published poet, most recently Hook, Line & Sinker and Other Poems (2017, Acts of Language). His current projects include editing an international text – the Routledge Handbook of Medical Humanities (due 2019) – with over 40 authors; and a sole authored book on educating the senses for diagnostic work in medicine.
Alan lives in the far reaches of West Cornwall (near Land’s End) – overlooking a wedge of the Atlantic Ocean – with his wife Sue who is a visual artist, surrounded by children and grandchildren. His passion is surfing – since 1964, having grown up in Newquay on the north coast of Cornwall. He loves everything about the sea and his greatest pleasure is surfing with his children and grandchildren – three generations together in the water – where encountering dolphins is not uncommon.
Building a Community, Being a Community. Ten Years to Celebrate.
Dr. Bates graduated from McGill University in 1976. She completed a rotating internship at St. Paul’s Hospital in 1977, entered community-based practice, became a Certificant of the College of Family Physicians of Canada (CCFP) in 1983 and a Fellow of the College in 1994. In 1997, she was appointed to the Faculty of Medicine as Assistant Professor in the Department of Family and Community Medicine, and was promoted to Professor in 2008. Joanna Bates has held the roles at UBC of postgraduate program director family medicine; associate dean admissions; senior associate dean, undergraduate medical education and education; and founding director, Centre for Health Education Scholarship. During her tenure in these roles, Dr. Bates led the doubling of the UBC MD Undergraduate program, and its distribution to two new campuses in BC using a technology infrastructure. In addition to medical education, she has continued to build a research program in telehealth. Nationally, she has contributed to the College of Family Physicians of Canada and the Medical Council of Canada.
The University of British Columbia Division of Continuing Professional Development (UBC CPD) is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME) to provide study credits for continuing medical education for physicians. This event is an Accredited Group Learning Activity (Section 1) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada, and has been approved by UBC CPD for up to 5.5 MOC Section 1 Group Learning credits. This program meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 5.5 Mainpro+ Group Learning credits. Each physician should claim only those credits he/she actually spent in the activity.