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Related Concept Videos

Community Based Intervention01:30

Community Based Intervention

Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
Interdisciplinary Care: The Health Care Team-II01:18

Interdisciplinary Care: The Health Care Team-II

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Interpersonal Psychotherapy

Interpersonal psychotherapy (IPT) is a structured, time-limited therapeutic approach initially developed to treat depression. It integrates key concepts from psychodynamic, humanistic, and cognitive-behavioral therapies, making it a uniquely eclectic framework. The therapy is rooted in the interpersonal theories of Adolph Meyer and Harry Stack Sullivan, as well as John Bowlby's attachment theory, and focuses on the interplay between interpersonal relationships and emotional well-being.
Interdisciplinary Care: The Health Care Team-I01:21

Interdisciplinary Care: The Health Care Team-I

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Observational Studies01:11

Observational Studies

Observational studies are a type of analytical study where researchers observe events without any interventions. In other words, the researcher does not influence the response variable or the experiment's outcome.
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Peripheral Artery Disease (PAD) is characterized by narrowed arteries that diminish blood flow to the extremities. Effective management of PAD requires an interprofessional approach involving various healthcare professionals. The critical aspects of interprofessional care for PAD patients focus on risk factor modification, drug therapy, exercise therapy, nutrition therapy, critical limb ischemia care, and interventional radiology and surgical procedures.The primary treatment goal for PAD...

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Related Experiment Video

Updated: Jun 17, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

The Colleague Development Program: a multidisciplinary program of peer observation partnerships.

Maree O'Keefe1, Amanda Lecouteur, Jennifer Miller

  • 1Faculty of Health Sciences, University of Adelaide, Adelaide, Australia. maree.okeefe@adelaide.edu.au

Medical Teacher
|December 10, 2009
PubMed
Summary

The Colleague Development Program fostered peer observation partnerships in health sciences, enhancing teaching confidence and collegiality. This approach successfully addressed concerns about evaluation by emphasizing trust and collaboration among peers.

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Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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Published on: August 5, 2020

Area of Science:

  • Health Professions Education
  • Academic Staff Development
  • Collaborative Learning

Background:

  • A multi-disciplinary peer observation program, the Colleague Development Program, was implemented in the Faculty of Health Sciences.
  • The program focused on formative feedback and fostering collegiality across disciplines.

Purpose of the Study:

  • To detail the development, implementation, and evaluation of the Colleague Development Program.
  • To assess the impact of peer observation partnerships on teaching practices and professional relationships.

Main Methods:

  • Health sciences staff partnered with a trusted colleague for teaching observations.
  • Observations were guided by participant-defined learning objectives, followed by discussions and agreed-upon outcomes.
  • Program evaluation utilized anonymous questionnaires and focus group discussions.

Main Results:

  • Twenty-three of forty-two enrolled staff completed the program and evaluation.
  • Participants reported increased teaching confidence, validation of good practices, and exposure to new pedagogical ideas.
  • The program enhanced participants' sense of institutional support and collegiality.

Conclusions:

  • Peer observation, framed as a collegial partnership, mitigated concerns about evaluation and criticism.
  • Emphasis on existing collegiality and trust among peers was key to program acceptance and success.