Professor Charlotte Rees

Professor Charlotte Rees

Professor Charlotte Rees

BSc(Hons), GradCertTerEd(Mgt), MEd, PhD, FHEA, FRCPE

    Head of School of Health Sciences
    University of Newcastle
    NSW, Australia 

     

    Charlotte Rees is Head of School of Health Sciences at University of Newcastle, NSW, Australia (from mid November).

    She was previously Director of Curriculum (Medicine) and Director of the Monash Centre for Scholarship in Health Education, Faculty of Medicine, Nursing & Health Sciences, Monash University, Victoria (2015-2019) and Professor of Education Research and Director of the Centre for Medical Education, University of Dundee, Scotland (2010-2015) and Director of the Scottish Medical Education Research Consortium (2011-2015).

    She has 20 years of experience as a medical education researcher including extensive experience as principal and co-investigator for externally funded projects in the UK (e.g. NHS Education for Scotland, General Medical Council, Academy of Medical Royal Colleges) and Australia (e.g. Victorian Government Department of Health & Human Services, Australian Health Practitioner Regulation Agency).

    She has over 150 peer-reviewed journal articles, book chapters and books and over 200 conference presentations on a range of medical education topics including workplace learning, healthcare professionalism, identities and transitions. She was Deputy Editor for Medical Education (2008-2017), Associate Editor for Advances in Health Sciences Education (2015-2017) and was the medical education expert on the REF2014 sub-panel for education (2011-2014). She is Fellow of the Royal College of Physicians in Edinburgh.

     

    Transitions matter: The theory, research and practice of transitions in medical education

    Transitions matter. They provide opportunities for intense learning but are also challenging.  Drawing on the literature and her team-based research on medical education transitions, Charlotte will talk about: (i) What transitions are; (ii) How transitions can be researched; and (iii) How medical students and trainees can be helped to navigate transitions.   

     

    Transitions matter: The theory, research and practice of transitions in medical education

    Transitions matter. They provide opportunities for intense learning but are also challenging. Drawing on the literature and her team-based research on medical education transitions, Charlotte will talk about: (i) What transitions are; (ii) How transitions can be researched; and (iii) How medical students and trainees can be helped to navigate transitions.

    Professor Charlotte Rees
    Head of School of Health Sciences
    University of Newcastle
    NSW, Australia

    Building high performance healthcare teams – culture, relationships and translational simulation

    Improving teamwork and shaping culture in healthcare is easy to say, but hard to do.
    Team training, catchy communication acronyms, and off-site team building might not realise the promise of high performing teams in the complex environment of 21st century healthcare.
    Maybe simulation offers more than we think – if used with agility – to explore work environments and the people in them, to test better systems or practices, and to embed ‘best practice’ once we know what that is.
    And maybe simulation can actually shape culture, and help high performing healthcare teams get better, together.

    Professor Victoria Brazil
    Professor of Emergency Medicine and Director of Simulation
    Gold Coast Health Service, Queensland, Australia

    The importance of generalist skills for multimorbidity patient care

    The proportion of patients with two or more medical conditions continues to increase. The majority of over 75s now have 3 or more conditions and almost one in five 40-69 year olds have at least 2 conditions. This trend remains a challenge to the entire medical profession. Whilst greater specialisation, particularly in secondary care, has improved clinical outcomes for individual conditions, generalist skills are becoming increasingly important when faced with patients with multiple long-term conditions. Shifting back to maintaining and celebrating generalism in the medical workforce is critical to respond to the changing pattern to health and disease in the population.

    Professor Chris Whitty
    Chief Medical Officer
    Department of Health and Social Care, London, UK

    AoME Calman lecture and awards ceremony

    In its 15th year the Academy of Medical Educators is thrilled that the Calman lecture will be delivered by the man in whose honour it is held. Sir Ken will be discussing his life and career with members of AoME’s Developing Medical Educators Group. This is sure to be a fascinating, edifying and thought provoking discussion. Sir Ken’s insistence on the need for structure and recognition in medical education led directly to the founding of the Academy and the development of the Professional Standards for Medical Educators.

    Professor Sir Kenneth Calman
    KCB DL FRCP FRCS FRSE FRCGP HonFAcadMEd

    Co-chairs: Dr Jamie Fisher and Dr Lewis Hendon-John

    Awards presented by Dr Jamie Read