1. Using Interprofessional Learning for Continuing Education: Development and Evaluation of the Graduate Certificate Program in Health Professional Education for Clinicians.
- Author
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Henderson, Saras, Dalton, Megan, and Cartmel, Jennifer
- Subjects
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ALTERNATIVE education , *COMPUTER literacy , *CONTINUING education , *CURRICULUM planning , *CURRICULUM , *PHILOSOPHY of education , *FOCUS groups , *INTERDISCIPLINARY education , *INTERPROFESSIONAL relations , *LEARNING strategies , *MEDICAL personnel , *SCIENTIFIC observation , *QUESTIONNAIRES , *ADULT education workshops , *TEACHING methods , *HUMAN services programs , *EVALUATION of human services programs - Abstract
Introduction: Health professionals may be expert clinicians but do not automatically make effective teachers and need educational development. In response, a team of health academics at an Australian university developed and evaluated the continuing education Graduate Certificate in Health Professional Education Program using an interprofessional learning model. Methods: The model was informed by Collins interactional expertise and Knowles adult learning theories. The team collaboratively developed and taught four courses in the program. Blended learning methods such as web-based learning, face-to-face workshops, and online discussion forums were used. Twenty-seven multidisciplinary participants enrolled in the inaugural program. Focus group interview, self-report questionnaires, and teacher observations were used to evaluate the program. Results: Online learning motivated participants to learn in a collaborative virtual environment. The workshops conducted in an interprofessional environment promoted knowledge sharing and helped participants to better understand other discipline roles, so they could conduct clinical education within a broader health care team context. Work-integrated assessments supported learning relevance. The teachers, however, observed that some participants struggled because of lack of computer skills. Discussion: Although the interprofessional learning model promoted collaboration and flexibility, it is important to note that consideration be given to participants who are not computer literate. We therefore conducted a library and computer literacy workshop in orientation week which helped. An interprofessional learning environment can assist health professionals to operate outside their "traditional silos" leading to a more collaborative approach to the provision of care. Our experience may assist other organizations in developing similar programs. [ABSTRACT FROM AUTHOR]
- Published
- 2016
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