scholarly journals Implementation and lessons learned from 2 online interprofessional faculty development programs for improving educational practice in the health professions in Chile and the United Kingdom from 2018 to 2021

2021 ◽  
Vol 18 ◽  
pp. 21
Author(s):  
Cesar Orsini ◽  
Veena Rodrigues ◽  
Jorge Tricio
Keyword(s):  
United Kingdom ◽  
Faculty Development ◽  
Learning Strategies ◽  
Interprofessional Education ◽  
Teaching Style ◽  
Educational Practice ◽  
Health Professions ◽  
Lessons Learned ◽  
Development Programs ◽  
The United Kingdom

This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

The interface of health support workers with the allied health professions

2020 ◽  
pp. 101-124
Author(s):  
Susan Nancarrow
Keyword(s):  
United Kingdom ◽  
Health Workforce ◽  
Allied Health ◽  
Health Professions ◽  
Allied Health Professions ◽  
The United Kingdom ◽  
Different Types ◽  
Challenges And Opportunities ◽  
Health Support ◽  
Professional Project

The chapter begins by describing the allied health workforce, before exploring from a neo-Weberian perspective the development of the support workforce associated with the allied health professions with a focus on the United Kingdom and Australia – not least by considering the reasons for introducing a support workforce, the contexts in which it is used, the negotiation of its boundaries, and the challenges and opportunities for allied health professions and its support workforce. In particular, this chapter claims that the heterogeneous allied health support workforce has evolved through two models, with different types of workers. The first is the profession-led model, which supports the neo-Weberian idea of the professional project, in which allied health professions developed support roles to expand and maintain their market monopoly and autonomy in niche areas. The second is the managerial model, which instead privileges the ‘patient-centred’ goals of increasing role flexibility by recognising and rewarding individuals’ skills and competencies and working across traditional professional and organisational boundaries. The chapter finally outlines some of the key challenges to allied health support workforce going forward.

Online Faculty Development

2013 ◽  
Vol 3 (4) ◽  
pp. 24-29
Author(s):  
Chnimay Shah ◽  
Rashmi Vyas
Keyword(s):  
Faculty Development ◽  
Journal Club ◽  
Health Professions ◽  
Health Professions Education ◽  
Online Faculty ◽  
Development Programs ◽  
Online Journal ◽  
Education And Health ◽  
Online Faculty Development ◽  
Medical Educators

Online learning has been found useful for faculty development programs in health professions education. The purpose of this paper is to report the online journal club discussion on the article “Health Professionals for a new century: transforming education to strengthen health systems in an interdependent world” published in The Lancet in 2010. This online discussion was conducted from 15th – 30th August 2012 in the MEU- India Google group. The discussion was divided into two parts and moderated by the authors of this paper. Sixteen medical educators participated in the discussion and there were 63 posts in the two weeks that the paper was discussed. The discussion indicated that there were gaps between health professions education and health needs. Translation of social accountability into action is an important step to bridge this gap. One of the uses of advances in information –technology is to have an online journal club discussion, which could be an effective tool for faculty development.

scholarly journals The Long-Term Career Outcome Study: Lessons Learned and Implications for Educational Practice

2015 ◽  
Vol 180 (suppl_4) ◽  
pp. 164-170 ◽  
Author(s):  
Steven J. Durning ◽  
Ting Dong ◽  
Jeffrey L. LaRochelle ◽  
Anthony R. Artino ◽  
William R. Gilliland ◽  
...  
Keyword(s):  
Medical School ◽  
Educational Practice ◽  
Health Professions ◽  
Lessons Learned ◽  
Educational Institutions ◽  
Outcome Study ◽  
High Quality ◽  
Study Team ◽  
Quality Health

ABSTRACT The work of the Long-Term Career Outcome Study has been a program of scholarship spanning 10 years. Borrowing from established quality assurance literature, the Long-Term Career Outcome Study team has organized its scholarship into three phases; before medical school, during medical school, and after medical school. The purpose of this commentary is to address two fundamental questions: (1) what has been learned? and (2) how does this knowledge translate to educational practice and policy now and into the future? We believe that answers to these questions are relevant not only to our institution but also to other educational institutions seeking to provide high-quality health professions education.

Designing for Usability with Cots: How Useful is a Style Guide?

1998 ◽  
Vol 42 (18) ◽  
pp. 1295-1299 ◽  
Author(s):  
Jo Hoffman ◽  
Catherine A. Cook
Keyword(s):  
United Kingdom ◽  
Software Development ◽  
Human Factors ◽  
Lessons Learned ◽  
Computer Interface ◽  
Human Computer Interface ◽  
The United Kingdom ◽  
Recent Increase ◽  
Cots Products ◽  
Commercial Off The Shelf

The recent increase in the use of Commercial Off The Shelf (COTS) equipment and software in future military procurements creates a variety of challenges for human factors practitioners to address. There is a need to tailor our approach in order to provide suitable human factors tools to support the design of COTS-based systems. The human factors approach adopted, and experiences gained, in the development of a command planning aid are reported. This system, which is currently under development, utilises a large number of COTS products together with significant bespoke software development. It is one of the first major procurements in the United Kingdom to be based heavily around the use of COTS. A major challenge has been to optimise the usability of the overall system by providing future users with as seamless as possible integration of the various COTS products, rather than a series of unrelated, separate applications. One of the main activities has therefore been the design of the human-computer interface (HCI). A comprehensive Style Guide was developed against which the proposed COTS products could be evaluated, and new bespoke software could be designed. This paper evaluates the utility of a Style Guide in this context, and reports a number of lessons learned from our experiences.

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