Using interprofessional learning for continuing education : development and evaluation of the graduate certificate program in health professional education for clinicians

Journal article


Henderson, Saras, Dalton, Megan and Cartmel, Jennifer. (2016) Using interprofessional learning for continuing education : development and evaluation of the graduate certificate program in health professional education for clinicians. Journal of Continuing Education in the Health Professions. 36(3), pp. 211-217. https://doi.org/10.1097/CEH.0000000000000093
AuthorsHenderson, Saras, Dalton, Megan and Cartmel, Jennifer
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.

Keywordsinterprofessional learning model; clinical education; work-integrated learning; continuing health professional education; interprofessional education; precepting; continuing professional development; faculty development; program planning/curriculum development; small group/team learning
Year2016
JournalJournal of Continuing Education in the Health Professions
Journal citation36 (3), pp. 211-217
PublisherLippincott Williams and Wilkins
ISSN1554-558X
Digital Object Identifier (DOI)https://doi.org/10.1097/CEH.0000000000000093
Scopus EID2-s2.0-85016243480
Research or scholarlyResearch
Page range211-217
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online2016
Publication process dates
Deposited20 Jul 2021
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