ANZAHPE 2014, 7-10 July 2014



The 2014 conference of the Australian and New Zealand Association for Health Professional Educators will respond to the critical shortage of educators with the skills and experience needed to support the recent rapid expansion of health professional training programs globally.  Its focus will encompass all of the health and social service professions, in the pre-qualification, post-qualification and continuing education domains, as well as large group, small group and practice-based learning settings.  The conference aims to connect educational theory and evidence with learning and teaching practice in all of these contexts, as well as supporting the development of coherent connections between basic science understandings and their application to clinical problems among health professional learners.

With the assistance of an outstanding international and local conference faculty the conference will offer a variety of stimulating activities for those involved in health professional education.



Conference Theme

Developing Health Professional Educators: Connecting science and theory with learning for clinical practice.


Program Sub Themes

a. Evidence and Theory to Practice

We invite abstracts focusing on evidence that underpins various aspects of health professional education. This ranges from evidence produced in university settings, across basic and clinical sciences, as well as evidence produced in work place-based education settings. Abstracts that apply educational theories or develop theoretical frameworks to support the learning of health professionals are also welcome.


b. Experiential Learning in Clinical Spaces

Professional practice, which can take place in clinical or community settings, is a fundamental and often transformational experience for pre-qualification and post-qualification learners. Papers that address learning in practice settings are welcome including those that focus on evaluation, assessment, or innovative approaches.


c. Interprofessional Learning

We welcome abstracts focusing on the development, delivery and evaluation of interprofessional learning across the spectrum from pre-qualification to continuing professional development, in particular innovations and interventions guided by theory to enhance interprofessional collaborative practice. Faculty development required for interprofessional education and its evaluation are also important, reflecting the overall conference theme.


d. Developing and Recognising Health Professional Educators

Abstracts with a particular focus on the training, mentorship and continuing professional development of educators in any health profession, across the spectrum of settings from small group facilitators to university teachers to practice-based supervisors are welcome, including programs to up-skill clinical practitioners to improve the educational value of placements they supervise. We also invite submissions related to expanding the workforce of skilled health professional educators, as well as the recognising their expertise and developing career paths for educational specialists in all health and community service professions. 


e. Assessment

Consistent with the themes of this conference, we seek submissions for presentations on the assessment of learners, with a focus on how to assess professional practice. This includes the integration of foundation sciences, clinical skills and professionalism into professional practice, including in an interprofessional learning context, and the evaluation of the quality of teaching and learning in the professional workplace.


f. Innovation in Health Professional Education

Abstracts reporting on innovative, new or re-engineered education approaches are invited for this sub-theme. Health professional educators work in many diverse settings with many different learners. What are you doing to meet the needs of those learners and the demands of those settings? What are you doing that is different, new and creative? What evidence supports your innovative education practice and how do you evaluate its effectiveness?



Program Outline

The latest conference program is available here. (updated July 4 2014)



Keynote Speakers


Stephen Billett

DipTeach, BA, MEd, PhD Griffith University, Queensland, Australia

Dr Billett is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University and also an Australian Research Council Future Fellow. Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer within the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched learning through and for work and has published widely in the fields of vocational learning, workplace learning and conceptual accounts of learning for vocational purposes. His work is widely cited and he has secured over A$ 4 million in competitively funded grants from Australian Research Council, National Vocational Educational and Training Research funds, Fulbright Foundation, and projects from state and private sector. His sole authored books include, Learning through work: Strategies for effective practice (Allen and Unwin 2001), Work, change and workers (Springer 2006), Vocational Education (Springer 2011) and edited books Work, Subjectivity and Learning (Springer, 2006), Learning through practice (Springer 2010) and Promoting professional learning (Springer 2011). He is lead editor for the forthcoming International Handbook of Research in Professional and Practice-based Learning with colleagues from Germany.  Stephen was awarded a 2009-2010 Australian Learning and Teaching Council (ALTC) National Teaching Fellowship that identified principles and practices to effectively integrate learning experiences in practice and academic settings. In June 2011, he commenced a four-year Australian Research Council Future Fellowship on learning through practice, which aims to develop a curriculum and pedagogy of practice.  In August 2013, he received an honorary Doctorate from the University of Jyvaskala, Finland for his contributions to educational science and to activities associated with adult and professional learning in that university.

Ralph Green

BAppSci(MedTech), BSc(MedSc), FAIMS RMIT University, Melbourne, Australia

Ralph Green is Adjunct Associate Professor in the School of Science, Engineering & Health at RMIT University in Melbourne Australia.  He was a pioneer in the professionalisation of Medical Laboratory Science education and holds honorary Life Membership, as well as Fellowship of the Australian Institute of Medical Scientists.  He is the recipient of multiple learning and teaching awards, as well as the George Swanson Christie Award (for outstanding service to the field of Medical Science), the Peter Schiff Award  from the Australia and New Zealand Society of Blood Transfusion and the RMIT Jim Wilkinson Award in recognition of extraordinary services to students with disabilities.  Professor Green has provided support the development of medical laboratory science education in developing countries including Malaysia, Papua New Guinea and Fiji.  His educational scholarship has focused on the capacity for information technology to enhance learning in laboratory based disciplines, as well as the integration of professional practice experience into the education of medical laboratory scientists.

Amanda Henderson

BSc, GradDipNurs(Ed), MSc(Society), PhD Princess Alexandra Hospital and Griffith University, Queensland, Australia

Dr Henderson has had an extensive career in nursing education, research and leadership in both academic and clinical settings.  She holds the clinical academic title of Professor in the School of Nursing and Midwifery at Griffith University, working collaboratively with senior academic staff and Directors of Nursing to maintain the relevance of curriculum.  She is also Nursing Director, Education at the Princess Alexandra Hospital where she supervises education initiatives and directives across Metro South Hospital and Health Service (comprising more than 5,000 nursing staff).  Professor Henderson was an Australian Learning and Teaching Council (ALTC) Fellow in 2007, when she undertook collaborative work on interprofessional learning in clinical settings.  In 2010 she was appointed ALTC Discipline Scholar in Health  In this capacity, and in collaboration with Professor Maree O’Keefe (University of Adelaide), she undertook landmark work on the development of national Learning and Teaching Academic Standards for Health, Medicine and Veterinary Science.  Her current scholarship is focused on the establishment of clinical settings that promote learning in practice, including the development and utilisation of health care knowledge.

Barbara Hooper

PhD, OTR, FAOTA Colorado State University, Fort Collins, Colorado USA

Dr Hooper is founding Director of the Center for Occupational Therapy Education @CSU (COTE) at Colorado State University in Fort Collins, Colorado USA.  Informed by her own and interdisciplinary scholarship, the mission of COTE is to promote excellence in teaching effectiveness, curriculum design and educational research. The goals of COTE, and Barb’s research and scholarship, are to 1) establish the conceptual foundations of an educational theory for occupational therapy specifically and, where applicable, health science education more generally, 2) grow a stronger educational science in occupational therapy and related disciplines, and 3) provide high quality, impactful professional development for educators. Toward those ends, she has published in national, international and interdisciplinary journals; consulted with faculty groups nationally on designing curricula, courses,  and learning  activities, as well as designing a 4-day institute she runs with colleagues on Designing Graduate Courses for Integrative Learning, which 100 faculty have attended to date. Dr Hooper’s research and scholarship explores ways in which educators embed concepts such as subject-centered learning, transformative learning, and integrative learning within their actual teaching practices. She is currently principal investigator on a large national study of occupational therapy education in the US exploring how professional programs design learning to address the field’s core subject, the relationship between health and how humans occupy themselves each day. She recently completed an international systematic mapping review to examine the features of educational research in occupational therapy.

Bruce Newton

BS, PhD Campbell University, North Carolina, USA

Dr Newton is a Professor of Anatomy at Campbell University, Buies Creek, North Carolina, USA.  He obtained his Ph.D. in Anatomy at the University of Kentucky, Lexington, KY, and did post-doctoral work in the Neurology Department at the University of Rochester, Rochester, NY.  He spent 25 years at the University of Arkansas for Medical Sciences, Little Rock, AR, teaching and course directing in the anatomical disciplines, as well as performing basic science and educational research, before moving to North Carolina in 2013.

Dr Newton’s educational research explores how undergraduate medical education alters vicarious and cognitive empathy, critical thinking and motivation. He is currently in the first year of a seven-year longitudinal study on how osteopathic medical education impacts empathy.  His basic science research on sex differences in the nervous system, in conjunction with his research on empathy, led to the recent invitation to write a chapter for the Frontiers in Human Neuroscience volume on The Neural Underpinnings of Vicarious Empathy.

Dr Newton is currently the vice-president of the International Association of Medical Science Educators (IAMSE) and, via IAMSE, has presented numerous workshops on course directorship.  His involvement with IAMSE, and his experience as a course director, resulted in an invitation by Springer publishing to co-author a book entitled How to Become an Effective Course Director.

Sarah Yardley

BM, PGCertClin Ed, MA, PhD, MRCP, MAcadMEd Keele University, Staffordshire, United Kingdom

Dr Yardley is a clinical doctor specialising in Palliative Medicine and health professional education research. She received the Association for the Study of Medical Education’s New Researcher Award in 2010 for her doctoral work, which used socio-cultural theories and empirical data to clarify the consequences of social interactions for student meaning-making and knowledge construction. Sarah successfully defended her doctoral thesis Understanding authentic early experience in undergraduate medical education in March 2011 and following the award of her PhD, Sarah has continued to conduct research exploring how social processes and interactions impact on concurrent health professional education and healthcare delivery in clinical workplaces. Her main interests are in qualitative methodology and the integration of theoretical and empirical research to study gaps between conceptual ideas and practice critically. She is particularly interested in exploring the realities of lived experiences in collaboration with multiple groups of participants.


She was appointed to a National Institute of Health Research Clinical Lectureship at Keele University in June 2011. Her most recent projects include exploring the realities of lived experiences of multimorbidity from the perspectives of learners, patients and professionals, as well as studying transitions from undergraduate training to postgraduate practice of medicine.  When not at work Sarah enjoys spending time cycling and sailing.  With her husband, Iain, she has enjoyed moderate success racing a 2000 dinghy on the UK circuit.

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Pre-Conference Workshops

Pre-Conference Workshops are generally held on the first Monday of the conference (7th July 2014). Workshop details are now available, please click here to view. 




Call For Papers


Deadline for abstract submission:  7 February 2014 *ABSTRACT SUBMISSIONS ARE NOW CLOSED*


The ANZAHPE 14 Scientific Committee invites you to submit an abstract to the conference addressing either one of the sub-themes outlined above. Abstracts are due by 7 February 2014 and authors are requested to submit abstracts for the following style of presentation: 

  • Poster (traditional)

  • Poster presentation (5 min)

  • PeArL session (45 min)

  • Oral presentations (15 min)

  • Workshop/Demonstration (45 or 90 min) 




ANZAHPE values communication and active participation.  Conference presentations strive to embody effective communication and encourage interaction between Association members, guests, presenters and attendees.  Presentation formats are designed to inform active participation with specified time allocation for group discussion and interaction. 


Posters (traditional)

Posters will be displayed for the duration of the conference. Each poster will be allocated a 1 metre wide x 2 metres high board and the poster must fit within this area. Click here to view Poster listing.


Poster presentations

Posters will be displayed for the duration of the conference. Each poster will be allocated a 1 metre wide x 2 metres high board and the poster must fit within this area. Poster presenters will be given 5 minutes to present and discuss their poster during the Conference program. Poster presentation details and specifications will be provided in the speaker briefing notes. Click here to view presentation listing.


Personally Arranged Learning Sessions (PeArLs)

PeArL sessions will be allocated 45 minutes – 10 minutes to define the topic plus 35 minutes for open discussion. PeArL sessions will be limited to 3 concise presentation slides. They allow an opportunity for those who are developing ideas, those who are taking ideas from development into implementation and those who are planning evaluation of their ideas, to share, discuss and gain insight into their positions by tapping into the wisdom and experience of others. 


Oral presentations

Oral Presentations will be allocated 15 minutes. This will include 12 minutes for presentation and 3 minutes for questions. 



Conference workshops/demonstrations will be allocated either 45 or 90 minutes as requested by the presenter(s). Workshops are working sessions with defined objectives, such as defining the scope and nature of an education issue, developing a plan of action, solving a problem, or demonstration of educational innovations with hands-on experience. Presenter registrationSubmissions are accepted on the basis that all presenting authors must register and pay the appropriate conference fee by 8 April 2014. Co-presenters are allowed, but must register for the day of their presentation (as a minimum) if they wish to present. Where there are multiple presenters it is important the presentation time is strictly adhered to so enough time is available for questions. Speakers need to meet their own travel and accommodation costs. It will be assumed any presenter not registered by this date has withdrawn and their abstract will be removed from the program. 


Full paper publication

We encourage presenters to submit their full papers for consideration for publication in the ANZAHPE journal – Focus on Health Professional Education: A Multidisciplinary Journal. 



A data projector, computer (Windows compatible), whiteboard and laser pointer will be available in each room.  Presenters are not able to use their own laptop to run their presentation. Presenters will be required to take their PowerPoint presentations to the conference on a CD-ROM or USB memory stick.  A speakers’ preparation room is provided where an audiovisual technician will load your presentation. 



ANZAHPE invites nominations for awards and grants, which are presented and announced at the Conference.  Nominations for the awards must be received by 15 March 2014.  Please refer to the ANZAHPE website for further information. 



The 2014 ANZAHPE conference will use a double review process that meets requirements for peer review of publications. 



  • Abstracts must be submitted online at

  • Accessing the ‘registration area’ – When you register your abstract you will be given an access code and have the ability to set up a password.  If you wish to make any changes you can do you by accessing your profile with your access and password.  Please follow the abstract submission guidelines provided on this site once you register your abstract.

  • Abstract templates – please refer to the specific abstract templates at the bottom of this page for each presentation type. All abstracts must adhere to the template format specific to the presentation type for which you are submitting.

  • All abstracts must be original work.

  • The abstract, being a précis of your paper, should be approximately 250 words. Your abstract must include the presentation title. Indicate the presenting author(s).

  • You are welcome to submit multiple abstracts.

  • Indicate preference of presentation and conference theme.

  • The title should be brief, explicit and typed in Title Case.

  • If submitting more than one abstract, information requested in the abstract submission form must be completed and submitted with each abstract.

  • Acceptance or otherwise is at the discretion of the Conference Program Committee.  The presenting speaker will be advised in writing of the Committee’s decision 7 March 2014.

  • Upon acceptance of abstracts, presenting speakers will be forwarded a set of speaker’s briefing notes. 





Call for Papers PDF

Template example for oral or poster presentations

Template example for PeArLs

Template example for Worshops

Conference Presentation Style Guide




PO Box 852,

Renmark, SA, 5341, AUS


President: A/Prof Chinthaka Balasooriya