SHE SIG SprInG week

Our SIGs are groups of researchers who have organized themselves around a certain area of interest, such as Workplace-Based Learning, Instructional Design and Self-Regulated Learning. Here, you can see an overview of our SIGs. More information about each SIG can also be found on our website.

• CCEC: Co-creation and Educational Change (SIG 1)
• G&D: Globalization, Internationalization and Diversity (SIG 2)
• IPE/C: Interprofessional Education and Collaboration (SIG 3)
• IDSRL: Instructional Design and Self-Regulated Learning (SIG 4)
• LEWO: Workplace-Based Learning (SIG 5)
• FDTI: Faculty Development & Teacher Identity (SIG 6)
• SIM: Simulation-based health professions education (SIG 7)

Programme

2-3 PM:

• IDSRL: 

  ‘Designing for Self-Regulated Learning without Overloading Learners’ (SIG 4)

   

SIG contact person: Liesbeth Kester

Self-regulated learning (SRL) is widely recognized as essential in health professions education (HPE). In response, instructional designs increasingly include reflections, learning goals, portfolios, dashboards, coaching conversations, and feedback tools. But an uncomfortable question remains largely underexplored in research: When does SRL support stop helping and start hindering learning?

In this one-hour interactive SIG session, we invite HPE researchers to critically examine the dark side of designing for SRL. Drawing on theory and empirical work, we will explore how SRL scaffolds can unintentionally contribute to cognitive overload, emotional burden, compliance behavior, or disengagement, especially in high-pressure educational contexts.

Rather than focusing on “what works” alone, the session focuses on mechanisms, boundary conditions, and unintended effects of SRL-oriented instructional design. Through short provocations and structured discussion, participants will reflect on theoretical assumptions, methodological blind spots, and promising directions for future research.

This session is particularly relevant for researchers working on instructional design, SRL, learning analytics, assessment, curriculum design, or realist and design-based approaches in HPE.

• CCEC + G&D: 'Co-creating strategies to address Geographic Publication Bias' (SIG 1+2)

SIG contact persons: Karen Könings, Emmaline Brouwer

'Co-creating Strategies to Address Geographic Publication Bias' is a collaborative initiative of the SIG on Co-Creation and the SIG on Globalization. This session invites participants to join an interactive exploration of a pressing challenge in health professions education: How can faculty, institutions, and professional bodies work together to reduce geographical imbalance in publication output, ensuring equitable representation of diverse contexts and voices?

Rather than presenting predetermined solutions, the session emphasizes the process of co-creation. Through facilitated dialogue and collaborative exercises, participants will:

• Examine the structural and systemic factors that perpetuate geographic publication bias.
• Share experiences and perspectives from diverse educational and cultural settings.
• Generate practical strategies that can be co-developed across institutions and professional networks.
• Reflect on how collective action can foster inclusivity, equity, and global representation in scholarly publishing.

The aim is not only to raise awareness but to create actionable ideas that participants can adapt within their own contexts. By engaging in co-creation, attendees will experience how collaborative approaches can transform challenges into opportunities, ultimately contributing to more equitable knowledge dissemination in health professions education.

3-4 PM:

• LEWO: 

  ‘LEWO: SIGnificant impact on workplace learning’ (SIG 5)

SIG contact person: Carolin Sehlbach

At this special meeting of our Learning Through Work (LEWO) SIG, we will explore the question: What might the future of workplace learning look like across different contexts? In this interactive session, we introduce the LEWO and invite you to explore emerging challenges and possibilities for workplace learning through statements and practical examples, with the aim of sparking ideas you can take back to your own workplace. 

• IPE/C: 

  ‘Training for Interprofessional Collaboration: Are We on the Same Page?’ (SIG 3)

   

SIG contact person: Renée Stalmeijer

Healthcare schools worldwide aim to optimally prepare their trainees for future healthcare practice by incorporating all the necessary knowledge, skills, and attitudes within their curricula. 

However, experiences of students and educators suggest that as soon as students transition to the workplace curriculum, socialization into the workplace enforces some ‘unlearning’ of what has been taught in the classroom.

This phenomenon also occurs in relation to the competences and values regarding interprofessional collaboration. For example, students are often taught structured, evidence-informed models for interprofessional collaboration while in educational settings, yet during workplace learning these models are frequently dismissed in favor of habitual ways of working, often justified by statements such as “this is how we have always done it.”

In short, it seems like different things are valued by educators within formal curricula and within workplace environments. These differences are problematic because we risk suboptimal preparation of healthcare trainees for practice.

During this session, we will use the lens of ‘axiology’ – that is, which values and value judgements shape what and how we train future healthcare professionals – to explore whether educators across learning environments are aligned in what they value.

After a brief presentation on the unlearning issue and the lens of axiology, participants will discuss the following questions in small groups: 

1. What is valued within healthcare schools vs. workplaces and how does this align/differ/conflict?

2. How can we study this phenomenon of value misalignment, and which concepts can be helpful in further exploring this?

2-3 PM:

• IPE/C + IDSRL + SIM: 

  ‘It is all a matter of timing - or is it? Preparing health professions’ trainees for interprofessional collaborative practice’ (SIG 3+4+7)

   

SIG contact persons: Renée Stalmeijer, Liesbeth Kester, Eveline Gerretsen

Interprofessional collaboration (IPC; Multiple health workers from different professional backgrounds, including patients/families, working together) is widely recognized as essential for delivering high-quality patient care. As such, health professions education (HPE) programs frequently position IPC as a core competency. Interprofessional Education (IPE) has long served as the primary strategy for preparing learners to collaborate across professions. However, research increasingly suggests that current IPE approaches are falling short; many initiatives are perceived as superficial, and trainees continue to report feeling unprepared for IPC in clinical practice. Moreover, the question has been raised whether we even know what the optimal timing of IPE is. 

During this Joint SprInG session, we will explore the problem of optimal timing of IPE through three lenses:

1. Pre-clinical vs. Clinical training of IPE: which role does identity formation play?

2. Instructional design that may support transfer of IPE: what is the optimal sequencing/timing across the curriculum?

3. Simulation Education as an educational format which may support IPC development: barriers and enablers

After an introductory presentation in which we explore the phenomenon from the perspective of each SIG (15min), we will use break-out rooms to discuss potential research questions and suggestions for educational design that may address the problem (30min). We will end the session with a brief panel discussion synthesizing the discussion results (15min).

3-4 PM:

• Plenary closing

Facilitators: Shika Pai, Stuart Pattinson, Justin Bullock

During the interactive closing session facilitated by PhD students, we are going to explore what the theme of belonging means to different members of the SHE community, reflecting on the insights gained from the different SIG sessions during the week.