Using Interprofessional Learning for Continuing Education: Development and Evaluation of the Graduate Certificate Program in Health Professional Education for Clinicians

Abstract

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.

A review of virtual-simulation for assessing healthcare students' clinical competency

“…An issue with this process is the variation and the interpretation of a reasonable clinical standard for students to be assessed against. The increase in blended learning education has enabled healthcare programs to use high-fidelity simulation as a teaching tool to develop students' clinical reasoning and decision-making (Henderson et al, 2016). Healthcare students, particularly students in postgraduate programs want online courses for access and flexibility, the problem however, is how to facilitate teaching and assessing clinical competencies in an online environment.…”

Current evidence of education and safety requirements for the nursing administration of chemotherapy: An integrative review

“…Simulation enabled higher level learning while maintaining safe practice (Coyne et al, 2018;Schneidereith, 2015). Clinical areas also found benefit in blended learning approaches to improving health professional knowledge and attitudes (Henderson, Dalton, & Cartmel, 2016). There was also a need for a consistent approach to patient and family education which is known to improve patient outcomes (Hagan & Medberry, 2016;Riese et al, 2017).…”

Blended learning: panorama y perspectivas

“…La introducción de las tecnologías ha sido estudiada en detalle (River y otros, 2016), encontrándose frecuentemente carencias en el dominio técnico de las mismas por parte de estudiantes y profesores (Henderson, Dalton y Cartmel, 2016).…”

“…Desde que Siemens y Downes desarrollaron sus ideas sobre conectivismo y aprendizaje en Red, se ha incrementado la implementación de redes sociales (y comunidades de aprendizaje) en los diseños docentes y, entre ellos, en los entornos de BL (Henderson, Dalton y Cartmel, 2016). El aprendizaje en grupo y la "peeragogy" también han sido trabajados en entornos de BL (River y otros, 2016).…”