Author: Dr Andrew Huang

I am an enthusiastic medical educator who has commenced a PhD in Medical Education through the University of Melbourne in 2019 focusing on the use of video technology. I also have postgraduate specialist qualifications in Anaesthesia, Pain Medicine, and Medical Administration, having obtained fellowships with the Australian and New Zealand College of Anaesthetists and the Faculty of Pain Medicine, ANZCA. I previously held the position of Supervisor of Training at Austin Health (2014-2021) and am the medical lead for Pain Medicine at Eastern Health. My interests include education, governance, leadership and most importantly, family.

Medicine Eats Its Young

I remember sitting in the plenary at AMEE in 2019. It was my first overseas MedEd conference, and I think afterwards Bec Szabo even asked a question. But I just remember how the title and what Alan presented that day resonated with my lived experience of studying and training to be a doctor. It’s stayed […]

Survey of the Learning conversation literature

Why am I making notes on this? Results This is a link to the results in spreadsheet format. Pre-Tavares et al (2008) Learning conversations for people with established bad habits: A study of four health communities. – this one wasn’t relevant (2011) The next step in teaching in ERC courses – Integration of the learning […]

How to find your old forms on the Unimelb Graduate Management system/ database

Why am I making notes on this? How I got there Access in the my.unimelb So what?

Tips and tricks I’ve learnt about using NVivo #PhDLife

Introduction When I attended the AMEE conference in Lyon 2022, I met a fellow MedEd PhD candidate and we’ve remained in touch since. He recently reached out to me to ask about my experience using NVivo software for my data analysis because he’s commenced this phase of his study. His message made me go to […]

What is Supervision?

I’ve been asking myself for a while now: “What is supervision in the postgrad MedEd context?” because it seems to mean different things to different people and in different contexts. For some, supervision equates to direct observation of practice. For others, it means remote supervision – being there as phone backup if they need help. […]

Notes on the placebo effect in education

One of the things I’ve been noticing in both my interviews and myself is a very positive view of using video. Over the course of this PhD I’ve been learning to temper my enthusiasm for using video and recognise it potential negative effects. This tempering goes well back to some conversations I had when thinking […]

Medical Education Conferences and Jounrals in the Asia-Pacific region

I remember travelling for the first time to an overseas medical education conference. If my memory serves me correctly it was AMEE 2019 in Vienna. This would have been my first year as a PhD student, and I remember attending a workshop attended by a range of people from various different countries. And it dawned […]

Did the Ancient Egyptians use mouldy bread to heal the sick?

Introduction This morning I saw an interesting claim on twitter: I wouldn’t be surprised if ancient civilisations were aware of the potential antimicrobial benefits of mouldy bread. And having been trained in a “colonised” medical system, I wouldn’t put it past modern Western medicine to dismiss the claim. But is it true that the Ancient […]

A Survey of PMCV Accreditation reports – Available executive summaries

On Tuesday I was walking down the corridor of the medical school to my research office and my friend spotted me from one of the classrooms. After finishing her tutorial, we caught up briefly and talked about PMCV accreditation and the new AMC framework. She had been under the impression that the Royal Melbourne had […]

Politeness theory and workplace-based assessment

At the 2023 APMEC conference I attended the ESME workshop. In this workshop, or soon after it, I had an epiphany: One of the biggest problems (in my humble opinion) with workplace-based assessment and programmatic assessment is that it shifts the burden of assessment from (better equipped and resourced) institutions such as postgraduate medical colleges […]