|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Grounding theories of W(e)Learn: A framework for online interprofessional education|
MacDonald, Colla J
Thompson, Terrie Lynn
social learning theories
|Citation:||Casimiro L, MacDonald CJ, Thompson TL & Stodel E (2009) Grounding theories of W(e)Learn: A framework for online interprofessional education, Journal of Interprofessional Care, 23 (4), pp. 390-400.|
|Abstract:||Interprofessional care (IPC) is a prerequisite for enhanced communication between healthcare team members, improved quality of care, and better outcomes for patients. A move to an IPC model requires changing the learning experiences of healthcare providers during and after their qualification program. With the rapid growth of online and blended approaches to learning, an educational framework that explains how to construct quality learning events to provide IPC is pressing. Such a framework would offer a quality standard to help educators design, develop, deliver, and evaluate online interprofessional education (IPE) programs. IPE is an extremely delicate process due to issues related to knowledge, status, power, accountability, personality traits, and culture that surround IPC. In this paper, a review of the pertinent literature that would inform the development of such a framework is presented. The review covers IPC, IPE, learning theories, and eLearning in healthcare.|
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