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An Interprofessional Faculty Development Program for Workplace-Based Learning

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Titel: An Interprofessional Faculty Development Program for Workplace-Based Learning
Autoren: Eveline Booij, Marjel van Dam, Gersten Jonker, Lisette van Bruggen, Marije Lesterhuis, Marieke F. van der Schaaf, Reinier G. Hoff, Marije P. Hennus
Weitere Verfasser: Medische Staf Intensive Care, Medische staf Anesthesiologie, Other research (not in main researchprogram), BMS Algemeen, Expertisecentrum Alg., Infection & Immunity, Intensive care patientenzorg
Quelle: Perspect Med Educ
Perspectives on Medical Education; Vol. 13 No. 1 (2024); 266–273
Verlagsinformationen: Ubiquity Press, Ltd., 2024.
Publikationsjahr: 2024
Schlagwörter: Faculty, Medical, Program Development/methods, Staff Development/methods, Research Support, Non-U.S. Gov't, Interprofessional Relations, 4. Education, Pilot Projects, 02 engineering and technology, Faculty, 3. Good health, 03 medical and health sciences, 0302 clinical medicine, Faculty, Medical/education, Surveys and Questionnaires, Interprofessional Education, Faculty/education, Journal Article, 0202 electrical engineering, electronic engineering, information engineering, Humans, Show and Tell, Staff Development, Program Development, Workplace, Workplace/standards, Interprofessional Education/methods
Beschreibung: Most faculty development programs in health professions education, pivotal in cultivating competent and effective teachers, focus on systematic, planned and formal learning opportunities. A large part of clinical teaching however, encompasses ad-hoc, informal and interprofessional workplace-based learning whereby individuals learn as part of everyday work activities. To fully harness the educational potential embedded in daily healthcare practices, prioritizing interprofessional faculty development for workplace-based learning is crucial.Utilizing the 'ADDIE' instructional design framework we developed, implemented and evaluated an interprofessional faculty development program for workplace-based learning. This program, encompassing seven formal training sessions each with a different theme and five individual workplace-based assignments, aimed to support clinical teachers in recognizing and optimizing informal learning.The pilot program (n = 10) and first two regular courses (n = 13 each) were evaluated using questionnaires containing Likert scale items and open textboxes for narrative comments. The quality and relevance of the program to the clinical work-place were highly appreciated. Additional valued elements included practical knowledge provided and tools for informal workplace-based teaching, the interprofessional aspect of the program and the workplace-based assignments. Since its development, the program has undergone minor revisions twice and has now become a successful interprofessional workplace-based alternative to existing faculty development programs.This faculty development program addresses the specific needs of healthcare professionals teaching in clinical settings. It stands out by prioritizing informal learning, fostering collaboration, and supporting integration of formal training into daily practice, ensuring practical application of learned knowledge and skills. Furthermore, it emphasizes interprofessional teaching and learning, enhancing workplace environments.
Publikationsart: Article
Other literature type
Dateibeschreibung: application/pdf; text/xml
Sprache: English
ISSN: 2212-277X
DOI: 10.5334/pme.1242
Zugangs-URL: https://pubmed.ncbi.nlm.nih.gov/38706455
https://account.pmejournal.org/index.php/up-j-pme/article/view/1242
https://dspace.library.uu.nl/handle/1874/452234
Rights: CC BY
URL: http://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. See http://creativecommons.org/licenses/by/4.0/.
Dokumentencode: edsair.doi.dedup.....0d2c8f3e359d928cfbf4846e3faa5b61
Datenbank: OpenAIRE
Beschreibung
Abstract:Most faculty development programs in health professions education, pivotal in cultivating competent and effective teachers, focus on systematic, planned and formal learning opportunities. A large part of clinical teaching however, encompasses ad-hoc, informal and interprofessional workplace-based learning whereby individuals learn as part of everyday work activities. To fully harness the educational potential embedded in daily healthcare practices, prioritizing interprofessional faculty development for workplace-based learning is crucial.Utilizing the 'ADDIE' instructional design framework we developed, implemented and evaluated an interprofessional faculty development program for workplace-based learning. This program, encompassing seven formal training sessions each with a different theme and five individual workplace-based assignments, aimed to support clinical teachers in recognizing and optimizing informal learning.The pilot program (n = 10) and first two regular courses (n = 13 each) were evaluated using questionnaires containing Likert scale items and open textboxes for narrative comments. The quality and relevance of the program to the clinical work-place were highly appreciated. Additional valued elements included practical knowledge provided and tools for informal workplace-based teaching, the interprofessional aspect of the program and the workplace-based assignments. Since its development, the program has undergone minor revisions twice and has now become a successful interprofessional workplace-based alternative to existing faculty development programs.This faculty development program addresses the specific needs of healthcare professionals teaching in clinical settings. It stands out by prioritizing informal learning, fostering collaboration, and supporting integration of formal training into daily practice, ensuring practical application of learned knowledge and skills. Furthermore, it emphasizes interprofessional teaching and learning, enhancing workplace environments.
ISSN:2212277X
DOI:10.5334/pme.1242