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Title: The Australian and New Zealand Clinician Educator Network (ANZCEN) Unconference: What's an unconference and how can it develop communities of practice?
Austin Authors: Ross, Paul;Moon, Kylie;Paras, Annie;Long, Paul;Paterson, Sheree;Ghani, Manisa;Knott, Cameron I ;Lister, Bruce;Nickson, Christopher;Massey, Debbie
Affiliation: Intensive Care, Melbourne Health, Melbourne, Australia
Clinical Skills and Simulation Centre, Monash Rural Health, Bendigo, Australia
Health and Bioinformatics Centre, University of Melbourne, Parkville, Australia
School of Health & Human Sciences, Southern Cross University, Bilinga, Australia
College of Intensive Care Medicine of Australia and New Zealand, Melbourne, Australia
Centre for Health Leadership, Sydney, Australia
Intensive Care, St Vincent's Hospital, Melbourne, Melbourne, Australia
Intensive Care, Alfred Hospital, Melbourne, Australia
Australian Centre for Health Innovation, Melbourne, Australia
School of Public Health and Preventive Medicine, Monash University
Intensive Care, St Vincent's Hospital Melbourne, Australia
Emergency Department, Bendigo Health, Bendigo, Australia
Intensive Care, Bendigo Health, Bendigo, Australia
Intensive Care
Issue Date: Mar-2021 2020-04-01
Publication information: Journal of interprofessional care 2021; 35(2): 310-315
Abstract: The Australian and New Zealand Clinician Educator Network (ANZCEN) is a collaborative interprofessional group developed to promote the development of education in critical care healthcare practice. In November 2018, 45 critical care practitioners met at the first ANZCEN Unconference. In an unconference, the participants drive the agenda, and learning occurs from the active process of engaging in a community of practice. The aim of this unconference was to develop an innovative approach to learning through a collaborative framework with interprofessional representation across critical care specialties. Four key themes were identified in the unconference as drivers of interprofessional critical care educational priorities: interprofessional learning, workplace learning, faculty development, research, and scholarship. In this discussion paper, we describe our experiences organizing, participating in, and evaluating an unconference, and we examine its usefulness as a medium for promoting the interprofessional learning agenda in critical care. We hope that the processes outlined in this discussion paper will provide a useful resource for other clinicians who are considering developing an unconference. Finally, we argue that the unconference offers a unique and important model for future education of critical care practitioners where the emphasis on collaboration and communication through interprofessional learning and practice will be required to improve health outcomes and promote a patient-centered model of care.
DOI: 10.1080/13561820.2020.1724902
ORCID: 0000-0002-4143-5559
PubMed URL: 32233894
Type: Journal Article
Subjects: Unconference
adult Learning
collaboration: community of practice
peer support
Appears in Collections:Journal articles

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