A new model for collaborative continuing professional development

Delva, Dianne; Tomalty, Lewis; Macrae, Kathy; Payne, Patricia A.; Plain, Eleanor; Rowe, Wendy

doi:10.1080/13561820802012950

Cited by 12 publications

(13 citation statements)

References 8 publications

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“…Thus, interprofessional CE for pharmacists and other health care disciplines such as medicine and nursing must become more prominent. 65,66 We believe that such development and interprofessional interactions will stimulate pharmacists to practice to the full extent of their capabilities as part of an effective health care team Professionals are represented by diverse demographic groups. Three main demographic groups enroll in CE courses.…”

Section: Audiencementioning

confidence: 99%

University-Based Continuing Education for Pharmacists

Schindel

Kehrer

Yuksel

et al. 2012

American Journal of Pharmaceutical Education

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University-based continuing education (CE) fulfills an important role to support the professional development of pharmacists, advance the practice of pharmacy, and contribute to societal needs for research and healthcare services. Opportunities for pharmacists to engage in new models of patient care are numerous worldwide, particularly as pharmacists' scope of practice has expanded. Approaches to CE have changed to address the changing needs of pharmacists and now include a variety of approaches to support development of knowledge and skills. There is emphasis on the learning process as well as the knowledge, with the introduction of the concept of continuing professional development (CPD).As institutions of research and education, universities are uniquely positioned to bridge the gap between academic and practice environments, providing opportunities for translation of knowledge to practice. The Faculty of Pharmacy and Pharmaceutical Sciences at the University of Alberta is a provider of CE in Alberta, Canada, where an expanded scope of pharmacy practice includes prescribing, administering injections, accessing electronic patient records, and ordering laboratory tests. In this paper, the Faculty offers views about future directions for CE, including the integration of CE with core faculty activities, expanding the audience for CE, areas of focus for learning, and partnerships. Finally, we hope to ignite dialogue with others in the profession about the role and function of university-based CE.

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Section: Audiencementioning

confidence: 99%

University-Based Continuing Education for Pharmacists

Schindel

Kehrer

Yuksel

et al. 2012

American Journal of Pharmaceutical Education

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“…Using this educational approach where different health cadres learn together and interact, we found role delineation can be discussed with the aim that participants left the workshop with a clear concept of the guideline areas relevant to their clinical role, but also with a greater appreciation of the roles of their colleagues and of consumer issues. Implementing complex guidelines requires collaborative care involving all members of the health care team and an understanding of the contributions of each provider is essential [25]. …”

Section: Discussionmentioning

confidence: 99%

A method for developing standardised interactive education for complex clinical guidelines

et al. 2012

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Background: Although systematic use of the Perinatal Society of Australia and New Zealand internationally endorsed Clinical Practice Guideline for Perinatal Mortality (PSANZ-CPG) improves health outcomes, implementation is inadequate. Its complexity is a feature known to be associated with non-compliance. Interactive education is effective as a guideline implementation strategy, but lacks an agreed definition. SCORPIO is an educational framework containing interactive and didactic teaching, but has not previously been used to implement guidelines. Our aim was to transform the PSANZ-CPG into an education workshop to develop quality standardised interactive education acceptable to participants for learning skills in collaborative interprofessional care. Methods: The workshop was developed using the construct of an educational framework (SCORPIO), the PSANZ-CPG, a transformation process and tutor training. After a pilot workshop with key target and stakeholder groups, modifications were made to this and subsequent workshops based on multisource written observations from interprofessional participants, tutors and an independent educator. This participatory action research process was used to monitor acceptability and educational standards. Standardised interactive education was defined as the attainment of content and teaching standards. Quantitative analysis of positive expressed as a percentage of total feedback was used to derive a total quality score.

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“…Having identified the relevant societal problems and collaboration challenges, it must be considered how IPE can contribute to achieving these desired outcomes. The goal of IPE could be to improve collaboration in a more general way through helping professionals to understand the contribution of each other and enhance working relations (Delva et al , 2008). This commonly involves development of teamwork skills, appreciation of each profession’s scope of practice, and collaborative practice skills (Price et al , 2009).…”

Section: Overview Of Ipe Within Primary Carementioning

confidence: 99%

Inter-professional education and primary care: EFPC position paper

Miller

Scherpbier

Amsterdam

et al. 2019

Prim Health Care Res Dev

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Inter-professional education (IPE) can support professionals in developing their ability to work collaboratively. This position paper from the European Forum for Primary Care considers the design and implementation of IPE within primary care. This paper is based on workshops and is an evidence review of good practice. Enablers of IPE programmes are involving patients in the design and delivery, providing a holistic focus, focussing on practical actions, deploying multi-modal learning formats and activities, including more than two professions, evaluating formative and summative aspects, and encouraging team-based working. Guidance for the successful implementation of IPE is set out with examples from qualifying and continuing professional development programmes.

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A new model for collaborative continuing professional development

Cited by 12 publications

References 8 publications

University-Based Continuing Education for Pharmacists

University-Based Continuing Education for Pharmacists

A method for developing standardised interactive education for complex clinical guidelines

Inter-professional education and primary care: EFPC position paper

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