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Related Concept Videos

Coronary Artery Disease V: Interprofessional Care01:27

Coronary Artery Disease V: Interprofessional Care

Interprofessional care for coronary artery disease includes pharmacological therapy and revascularization procedures.Pharmacological therapy for Coronary Artery Disease (CAD) aims to manage symptoms, prevent complications, and improve patient outcomes through various classes of medications:Antiplatelet Agents:Aspirin and Clopidogrel: These medications inhibit platelet aggregation, preventing blood clots, which is crucial for avoiding heart attacks and strokes. Doctors often prescribe these...
Interdisciplinary Care: The Health Care Team-I01:21

Interdisciplinary Care: The Health Care Team-I

An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care.
Physicians
The physician's primary responsibility is to diagnose illness and direct the medical or surgical treatment of the condition. The authority to admit patients to a healthcare agency or institution and practice care within that setting is granted to physicians by the healthcare agency or institution itself.
Peripheral Artery Disease III: Interprofessional Care01:27

Peripheral Artery Disease III: Interprofessional Care

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...
Interdisciplinary Care: The Health Care Team-II01:18

Interdisciplinary Care: The Health Care Team-II

An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care. Here are a few more healthcare professionals.
Physical Therapist
A physical therapist (PT) aims to restore function or prevent additional impairment in a patient following an injury or disease. Massage, heat, cold, water, sonar waves, exercises, and electrical stimulation are some treatments used by PTs to treat...
Acute Coronary Syndrome IV: Interprofessional Care01:28

Acute Coronary Syndrome IV: Interprofessional Care

IntroductionThe management of Acute Coronary Syndrome (ACS) aims to minimize myocardial damage, preserve myocardial function, and prevent complications.Initial ManagementInpatient management involves continuous cardiac monitoring, preferably in an ICU, focusing on blood pressure, serum sodium, potassium, and creatinine levels, and urine output. Ongoing pharmacologic management is crucial for stabilizing the patient.Supplemental Oxygen: Administer supplemental oxygen if oxygen saturation is...
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Acute Kidney Injury V: Interprofessional Care

Acute Kidney Injury (AKI) requires a collaborative healthcare approach to restore renal function and prevent complications. Essential management strategies involve monitoring fluid and electrolyte balance, adjusting medications, initiating dialysis when necessary, and providing nutritional support.Fluid and Electrolyte ManagementFluid Monitoring: Regularly monitoring body weight, central venous pressure, and urine output helps detect fluid imbalances early. Patient intake and output are...

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Related Experiment Video

Updated: May 15, 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

Blended learning: strengths, challenges, and lessons learned in an interprofessional training program.

G R Lotrecchiano1, P L McDonald, L Lyons

  • 1Department of Pediatrics, Children's National Medical Center, Children's Research Institute, George Washington University, Washington, DC, USA, Glotrecc@gwu.edu.

Maternal and Child Health Journal
|January 8, 2013
PubMed
Summary
This summary is machine-generated.

This report details a blended learning model for healthcare professionals training to care for children with disabilities. The program combined online and in-person instruction, emphasizing adult learning principles for effective neurodevelopmental disability education.

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Last Updated: May 15, 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

Area of Science:

  • Medical Education
  • Healthcare Professional Development
  • Special Needs Care

Background:

  • Interdisciplinary training is crucial for healthcare professionals serving children with disabilities.
  • Traditional training models may not fully address the complex needs of this population.
  • Integrating diverse learning modalities can enhance educational effectiveness.

Purpose of the Study:

  • To outline the goals and implementation of a blended learning model for an interdisciplinary training program.
  • To describe the integration of online and face-to-face instruction for healthcare professionals.
  • To share principles, accomplishments, challenges, and lessons learned from this blended approach.

Main Methods:

  • A blended curriculum combining online graduate coursework and on-site training was developed.
  • Adult learning principles were emphasized within various environmental contexts.
  • The Leadership Education in Neurodevelopmental and Related Disabilities (LEND) Program components were integrated.
  • Program evaluation data and university course evaluations were utilized.

Main Results:

  • The blended learning model successfully integrated diverse educational components.
  • Key principles for effective blended learning in this context were identified.
  • Accomplishments and challenges in program delivery were documented.
  • Valuable lessons were learned regarding the process and implications of blended learning.

Conclusions:

  • Blended learning offers a viable and effective model for interdisciplinary training in neurodevelopmental disabilities.
  • The program successfully combined online and on-site learning, adhering to adult learning principles.
  • Lessons learned provide a foundation for future development and adoption by similar programs.