Why bother? The Knowing Practice project GP medicine Carpentry - PowerPoint PPT Presentation

Beyond the routine: developing careers transformational learning experiences Our Value, Our Voice. CDANZ National Symposium. 3-4 October 2016 Karen Vaughan, New Zealand Council for Educational Research

Why bother?

The Knowing Practice project GP medicine Carpentry Engineering Arrangements RNZCGP’s GP Education BCITO’s managed Cadetships through Programme apprenticeships IPENZ’s Futureintech Fellowship, vocational reg. NC Carpentry, L4 ND Engineering (civil), L6 Learner- 14 registrars 15 apprentices 12 cadets Interviews practitioners Workplace GP teachers Trainers (employers) Mentors mentors Medical educators Training advisors Tech/team leaders Support Teaching sessions (wkly) Training advisor visits Mentoring meetings sessions Observations and assessment team (usually monthly) * Learning groups (wkly for meetings (minimum 1st year; 6-wkly for 2 nd & Team meetings (as quarterly) 3 rd year) required) Team meetings (as * Clinician seminars *ITP classes (offsite) required) (weekly & for 1 st year only) * offsite provision

Vocational threshold process

Vocational thresholds for GPs Relationship-centred medicine Managing anxieties Expertise through uncertainty

Vocational thresholds for carpenters Pride in craft Values and judgement Industry belongingness

Vocational thresholds for engineering technicians A vital cog in a larger wheel Possibilities and impact A social activity

Teachers and mentors in a practice landscape Collegiality Responsibility Mindset Co-constructors of competence

Dispositions: crucial for capability

Crossing vocational thresholds • Knowing, doing, being • Field-specific dispositions • Meta-dispositions - attentive, proactive, wise, agile • Understanding the purposes of your work/learning • Workplace as “dispositional mileux” (Carr, et al. 2010) • Workplace teachers/mentors inhabit practice landscape

10 principles for careers practitioners’ work Take an approach that: 1. Is lifelong 2. Is lifewide 3. Uses career information 4. Respects diversity of individuals 5. Integrates into other support 6. Is based on professional training 7. Involves employers and workplace experience 8. Instigates multiple, combined interventions 9. Fosters career management competencies 10.Contributes to quality assurance and evaluation ( adapted from Hooley’s 2014 report for ELGPN on elements of career guidance)

Careers practitioners working with vocational thresholds Lifelong Lifewide Career info Diversity Integrated Professional Employers Interventions Foster CMCs Get evidence