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If you are unable to watch the video a transcript is available by clicking here
Please click on the button below to access the follow up Q&A resource - the panel's responses to the questions they did not get time to address during the session
Lucas' research explores the issues he discovered when he examined the curricula of 3 very different medical schools based in the UK, Australia and South Africa. Lucas’ findings discuss the application of the theoretical underpinning principles of social accountability, to what extent such principles are followed, and recommendations for good practice. The comparison of the issues and the curricula across 3 different medical schools enhances our understanding of how to move forward.
*if you are unable to listen to the podcast please click here to access the transcript
Lucas is a 23-year-old undergraduate student heading into his final year of medicine, during which he completed an intercalated BSc in Medical Education, focusing on social accountability in medical curricula. His research project investigated the enactment of social accountability values in the curriculum of three schools across three countries, and has sparked a desire to be more involved in curriculum development and to pursue a career in medical education, as well as practicing as a doctor in primary healthcare.
Julia Blitz graduated with a BSc and then an MBBCh from the University of the Witwatersrand, Johannesburg, South Africa. After completing internship, she simultaneously began vocational training and a Masters degree in Family Medicine. This included a period working in a rural hospital. She subsequently became a “small town GP”, before moving into full-time academia while practicing at an urban district hospital. More recently, she spent time in Malaysia at an academic department of General Practice. She has served on the Council of the College of Family Physicians of South Africa and has been faculty on the Southern African FAIMER Regional Institute. She collaborated with UK GPs in providing Training the Trainers course across Southern Africa and in 2018 was awarded an Honorary FRCGP in recognition of contributions to education and training in Family Medicine.
Her move into academia resulted in the desire to explore medical education further; beginning with a Postgraduate Certificate in Higher Education and recently completing a PhD in Health Professions Education. Her research interests are in faculty development (particularly of clinical trainers) and selection into medical school; her teaching interest is assessment; she enjoys working with Masters in Health Professions Education students, particularly with their research assignments.
She has been participating in the International Network for Research in Selection into Healthcare (InReSH) and has regularly presented at AMEE conferences. She is currently the Vice-Dean: Learning and Teaching at Stellenbosch University, Faculty of Medicine and Health Sciences.
Professor Sally Sandover has been an academic working in learning and teaching (principally in medical education) for over twenty years. In 2016 she was appointed Associate Dean (Medical Education) of a new Medical School at Curtin University, Western Australia. She is the course coordinator of the five year medical program with major areas of responsibility including: selection and admissions, problem based learning (PBL), student support and course operations. She is responsible for what is delivered, how, when and by whom.
Professor Sandover has been awarded numerous prizes for University teaching during her career. She is currently the only person in Australia to be awarded all three categories of national teaching awards from the Office of Learning and Teaching: an Australian Award for University Teaching Excellence, a National Citation for Outstanding Contribution to Student Learning and an Australian Award for University Teaching, for a Programs that Enhance Learning. She has received a teaching fellowship and various university teaching awards, including the prestigious UWA Award for Excellence in Teaching.