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dc.contributor.authorHenderson, Saras
dc.contributor.authorDalton, Megan
dc.contributor.authorCartmel, Jennifer
dc.date.accessioned2018-10-10T06:16:55Z
dc.date.available2018-10-10T06:16:55Z
dc.date.issued2016
dc.identifier.issn0894-1912
dc.identifier.doi10.1097/CEH.0000000000000093
dc.identifier.urihttp://hdl.handle.net/10072/143037
dc.description.abstractIntroduction: 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherJohn Wiley & Sons
dc.relation.ispartofpagefrom211
dc.relation.ispartofpageto217
dc.relation.ispartofissue3
dc.relation.ispartofjournalJournal of Continuing Education in the Health Professions
dc.relation.ispartofvolume36
dc.subject.fieldofresearchEducation Systems not elsewhere classified
dc.subject.fieldofresearchPublic Health and Health Services not elsewhere classified
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchPharmacology and Pharmaceutical Sciences
dc.subject.fieldofresearchPublic Health and Health Services
dc.subject.fieldofresearchcode130199
dc.subject.fieldofresearchcode111799
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1115
dc.subject.fieldofresearchcode1117
dc.titleUsing Interprofessional Learning for Continuing Education: Development and Evaluation of the Graduate Certificate Program in Health Professional Education for Clinicians
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Health, School of Nursing and Midwifery
gro.hasfulltextNo Full Text
gro.griffith.authorCartmel, Jennifer L.
gro.griffith.authorHenderson, Saras


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