Navigating Design Options for Large-Scale Interprofessional Continuing Palliative Care Education: Pallium Canada's Experience
To be effective, palliative care education interventions need to be informed, among others, by evidence and best practices related to curriculum development and design. Designing palliative care continuing professional development (CPD) courses for large-scale, national deployment requires decisions...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Mary Ann Liebert
2021-08-01
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| Series: | Palliative Medicine Reports |
| Subjects: | |
| Online Access: | https://www.liebertpub.com/doi/full/10.1089/PMR.2021.0023 |
| _version_ | 1797346080287883264 |
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| author | Jos? Pereira Gordon Giddings Robert Sauls Ingrid Harle Elisabeth Antifeau Jonathan Faulkner |
| author_facet | Jos? Pereira Gordon Giddings Robert Sauls Ingrid Harle Elisabeth Antifeau Jonathan Faulkner |
| author_sort | Jos? Pereira |
| collection | DOAJ |
| description | To be effective, palliative care education interventions need to be informed, among others, by evidence and best practices related to curriculum development and design. Designing palliative care continuing professional development (CPD) courses for large-scale, national deployment requires decisions about various design elements, including competencies and learning objectives to be addressed, overall learning approaches, content, and courseware material. Designing for interprofessional education (IPE) adds additional design complexity. Several design elements present themselves in the form of polarities, resulting in educators having to make choices or compromises between the various options. This article describes the learning design decisions that underpin Pallium Canada's interprofessional Learning Essential Approaches to Palliative Care (LEAP) courses. Social constructivism provides a foundational starting point for LEAP course design, as it lends itself well to both CPD and IPE. We then explore design polarities that apply to the LEAP courseware development. These include, among others, which professions to target and how to best support interprofessional learning, class sizes, course length and content volume, courseware flexibility, regional adaptations, facilitator criteria, and learning methods. In some cases, compromises have had to be made between optimal perfect design and pragmatism. |
| first_indexed | 2024-03-08T11:27:41Z |
| format | Article |
| id | doaj.art-4912ebd4e2294ab49f4d85073661d678 |
| institution | Directory Open Access Journal |
| issn | 2689-2820 |
| language | English |
| last_indexed | 2024-03-08T11:27:41Z |
| publishDate | 2021-08-01 |
| publisher | Mary Ann Liebert |
| record_format | Article |
| series | Palliative Medicine Reports |
| spelling | doaj.art-4912ebd4e2294ab49f4d85073661d6782024-01-26T04:58:55ZengMary Ann LiebertPalliative Medicine Reports2689-28202021-08-012122623610.1089/PMR.2021.0023Navigating Design Options for Large-Scale Interprofessional Continuing Palliative Care Education: Pallium Canada's ExperienceJos? PereiraGordon GiddingsRobert SaulsIngrid HarleElisabeth AntifeauJonathan FaulknerTo be effective, palliative care education interventions need to be informed, among others, by evidence and best practices related to curriculum development and design. Designing palliative care continuing professional development (CPD) courses for large-scale, national deployment requires decisions about various design elements, including competencies and learning objectives to be addressed, overall learning approaches, content, and courseware material. Designing for interprofessional education (IPE) adds additional design complexity. Several design elements present themselves in the form of polarities, resulting in educators having to make choices or compromises between the various options. This article describes the learning design decisions that underpin Pallium Canada's interprofessional Learning Essential Approaches to Palliative Care (LEAP) courses. Social constructivism provides a foundational starting point for LEAP course design, as it lends itself well to both CPD and IPE. We then explore design polarities that apply to the LEAP courseware development. These include, among others, which professions to target and how to best support interprofessional learning, class sizes, course length and content volume, courseware flexibility, regional adaptations, facilitator criteria, and learning methods. In some cases, compromises have had to be made between optimal perfect design and pragmatism.https://www.liebertpub.com/doi/full/10.1089/PMR.2021.0023continuing professional developmenteducationinstructional designinterprofessionalpalliative care |
| spellingShingle | Jos? Pereira Gordon Giddings Robert Sauls Ingrid Harle Elisabeth Antifeau Jonathan Faulkner Navigating Design Options for Large-Scale Interprofessional Continuing Palliative Care Education: Pallium Canada's Experience Palliative Medicine Reports continuing professional development education instructional design interprofessional palliative care |
| title | Navigating Design Options for Large-Scale Interprofessional Continuing Palliative Care Education: Pallium Canada's Experience |
| title_full | Navigating Design Options for Large-Scale Interprofessional Continuing Palliative Care Education: Pallium Canada's Experience |
| title_fullStr | Navigating Design Options for Large-Scale Interprofessional Continuing Palliative Care Education: Pallium Canada's Experience |
| title_full_unstemmed | Navigating Design Options for Large-Scale Interprofessional Continuing Palliative Care Education: Pallium Canada's Experience |
| title_short | Navigating Design Options for Large-Scale Interprofessional Continuing Palliative Care Education: Pallium Canada's Experience |
| title_sort | navigating design options for large scale interprofessional continuing palliative care education pallium canada s experience |
| topic | continuing professional development education instructional design interprofessional palliative care |
| url | https://www.liebertpub.com/doi/full/10.1089/PMR.2021.0023 |
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