Using Speed Dating Sessions to Foster Collaboration in Continuing Interdisciplinary Education

Laprise, Réjean; Thivierge, Robert

doi:10.1002/chp.21119

Cited by 10 publications

(5 citation statements)

References 23 publications

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“…faculty members) can meet and converse about their research. For example, Laprise and Thivierge (2012) discussed the innovative approach of using speed dating sessions to foster collaboration among medical professionals. A 35-minute speed dating session was carried out during a 2-hour faculty development workshop, and the majority of the participants were satisfied with it and believed that the method was a stimulating and efficient way to meet new colleagues, quickly share clinical issues and goals, and identify opportunities for collaboration.…”

Section: Discussionmentioning

confidence: 99%

JAL in the Past Decade: A Comprehensive Analysis of Academic Library Research

McKinney

2015

The Journal of Academic Librarianship

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Abstract:A content analysis is conducted to examine the peer-reviewed articles published in the Journal of Academic Librarianship (JAL) from 2004 to 2013. Five key variables are studied: authorship, article type, topic, research methods/design, and research theories/models. About three-fourths of the articles were authored by at least one librarian, and over half of the articles were co-authored. More than two-thirds of the articles were primary research articles, and a total of 24 topics related to academic libraries were covered, among which information literacy was the most popular one. Survey and content analysis are the two most frequently used research methods in the articles. This study, capturing the topical and methodological substance of academic library research, will generate ideas for providing effective research training/education for academic librarians and contribute to the enhancement of research culture and research practice among them.

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Section: Discussionmentioning

confidence: 99%

JAL in the Past Decade: A Comprehensive Analysis of Academic Library Research

McKinney

2015

The Journal of Academic Librarianship

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“…Finally, the concept of "Zoom fatigue" was becoming well-known amongst many medical professionals leading to overall video conference meeting burnout and likely reduced attendance (17). Regardless, the importance of interdisciplinary CPD has been well-proven in literature and has been achieved through a multitude of platforms, ranging from professional speed-dating sessions to collaborative problem-based learning modules to simulation activities (4,8,(18)(19)(20). However, few studies have discussed the CPD transformation to virtual format.…”

Section: Discussionmentioning

confidence: 99%

“…CPD encompasses educational activities aimed toward enhancing healthcare professionals' knowledge and skills in the provision of health care ( 3 ). Notably, interdisciplinary CPD activities have been shown to be crucial in building networking, knowledge exchange and collaboration between specialists in multidisciplinary patient care and have resulted in better quality patient care and health outcomes ( 4 , 5 ). Prior to the pandemic, CPD was achieved primarily via in-person workshops and conferences which came to an abrupt halt due to social distancing measures, forcing many changes in the medical education sphere in order to maintain the same quality and quantity of training for medical professionals.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Interdisciplinary Province-Wide Webinar Series During the COVID-19 Pandemic by the Federation of Medical Specialists of Quebec (FMSQ): A Survey Study

et al. 2021

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Objectives: COVID-19 has forced a transformation in continuing professional development (CPD), shifting to virtual platforms. We report the results of a rapidly-implemented COVID-19 online interdisciplinary CPD webinar series. We aimed to determine if this virtual approach for large-scale CPD was relevant, appreciated, and effective for specialist physicians in Quebec.Methods and Analysis: This was a retrospective descriptive online survey-based study. The weekly virtual educational webinars took place between March 3, 2020 to June 15, 2020, resulting in a total of 26 webinars over 16 weeks. The study included all individuals who attended any of the webinar sessions, namely specialist physicians and department chiefs. Number of participants and overall appreciation of webinar sessions were data points collected.Results: Across all webinars, there were 8,500 unique specialist physicians which comprises 80.7% of the entire specialist practicing population in Quebec. Of note, every medical and surgical specialty was represented by attendance in at least one session. In total, 27,504 evaluation forms were completed out of all the sessions, meaning a 78.4% response rate. In post-webinar surveys, 97.6% of respondents agreed or strongly agreed that the webinars were pertinent to their practice and 94.6% agreed or strongly agreed that the presentation met their continuing professional needs.Conclusions: This novel interdisciplinary COVID-19 webinar series is a successful and appreciated strategy to maintain CPD amidst a global pandemic. One year later, it has become a mainstay in our toolbox and we trust this unique model of large-scale interdisciplinary CPD via webinar sessions is useful in normal times as well as in times of crisis.

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“…Speed-dating classroom simulations have proven pedagogically successful in a variety of academic disciplines, being employed to teach impression management, study skills, and muscle identification as well as to facilitate mentorship and discussions (Cook, Bahn, and Menaker 2010; Laprise and Thivierge 2012; Larson and Tsitsos 2013; Maidment and Crisp 2007; McCarroll, Pohle-Krauza, and Martin 2009). Additionally, as previously mentioned, speed dating serves as an excellent opportunity to observe gendered performances, and it is thus ripe for the development of a related classroom exercise.…”

Section: A Speed Dating Interactionist Gender Theory Exercisementioning

confidence: 99%

Teaching Interactionist Gender Theory through Speed Dating

Messinger

2015

Teach Sociol

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Few evaluated classroom exercises to date have addressed one of the most cited and compelling explanations of gender formation over the life course: interactionist gender theory. This theory posits that people actively “do” or “perform” their gender in every interaction, and as such, they often subconsciously reshape their public gendered personas based on the degree to which they find social acceptance within a given social context. This paper presents a highly engaging and temporally compact classroom exercise utilizing simulated speed dating to illustrate and generate discussion about interactionist gender theory among undergraduate social sciences and gender studies students. An evaluation study indicates that the exercise improves students’ perceived understanding of interactionist gender theory and that it is both highly helpful and enjoyable.

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Using Speed Dating Sessions to Foster Collaboration in Continuing Interdisciplinary Education

Abstract: Results suggest that SDSs enhanced networking, knowledge exchange, and collaboration in continuing education among CME providers who participated in a faculty development activity on CIDE.

Cited by 10 publications

References 23 publications

JAL in the Past Decade: A Comprehensive Analysis of Academic Library Research

JAL in the Past Decade: A Comprehensive Analysis of Academic Library Research

Implementation of Interdisciplinary Province-Wide Webinar Series During the COVID-19 Pandemic by the Federation of Medical Specialists of Quebec (FMSQ): A Survey Study

Teaching Interactionist Gender Theory through Speed Dating

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