Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Professional Values01:29

Professional Values

10.8K
Nurses are responsible for caring for patients during birth, death, illness, and healing. Professional values guide the decisions and actions that nurses make in their careers. If nurses know the decisions and actions to take, providing patients with exceptional care is possible.
The values that are the foundation of the nursing profession are altruism, autonomy, human dignity, and social justice.
First, altruism refers to the concern for the welfare and well-being of others without personal...
10.8K
The Professional Nurse01:22

The Professional Nurse

6.6K
Professional nurses are not limited to bedside care and are taking roles of greater responsibility. A nurse should have a knowledge-based practice, including personal, theoretical, procedural, cultural, and reflexive knowledge. Additionally, nurses must be competent in cognitive, technical, interpersonal, and ethical/legal skills. Some of the best attributes of successful nurses include the following:
Communication skills: These are critical characteristics, especially speaking and listening.
6.6K
Health Literacy01:21

Health Literacy

5.4K
Health literacy is an individual's or a community's capacity to comprehend, receive, read, and use relevant healthcare information and services. The World Health Organization (WHO, 2018) defines health literacy as the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health. As a result, the WHO helps individuals manage long-term health concerns, participate in preventative...
5.4K
Purpose of Health Records I01:11

Purpose of Health Records I

1.8K
The vital purpose of health records is to provide a complete and accurate account of a patient's medical history, including communication, diagnostic and therapeutic orders, care planning, research, and quality review.
Here's a breakdown of how health records serve these purposes:
1.8K
Purpose of Health Records II01:19

Purpose of Health Records II

1.5K
Health records serve various essential purposes in the healthcare system. Here are some key purposes:
1.5K
Concepts of Health and Illness01:29

Concepts of Health and Illness

18.2K
Health is a condition of the body, mind, and spirit where an individual remains free from illness. Similarly, wellness is an active state, including living a lifestyle that promotes physical, mental, and emotional health. Physical health is critical for the overall well-being and can be affected by lifestyle, activity level, diet, and behavior. The highest attainable standard of health is a fundamental and universal human right. Consider Lisa, a fifteen-year-old born with congenital...
18.2K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Evaluation of the usability of and engagement with an osteoarthritis e-learning program developed for healthcare professionals.

Osteoarthritis and cartilage open·2026
Same author

Clinical Education Scholarship and Research: Getting Started.

The clinical teacher·2026
Same author

New Associate Editors, New Article Type, New Voices and New Special Issue.

The clinical teacher·2026
Same author

Personalised Pathways (PP) in the Medical Curriculum: How Does It Influence Students?

The clinical teacher·2026
Same author

Engaging Students in Large-Scale Interprofessional Learning Activities: Team-Based Learning (TBL) as a Pedagogical Solution.

The clinical teacher·2025
Same author

ASPIRE-to-excellence: A framework for developing innovative and inspirational approaches to health professions education.

Medical teacher·2025
Same journal

Women's Conferences in Medicine: Advancing Gender Equity in Medical Education.

The clinical teacher·2026
Same journal

Entrusting Attention: An Additional lens on Entrustable Professional Activity Assessment.

The clinical teacher·2026
Same journal

Students as Teachers (SAT) and Educators: An Online Elective in Medical Education.

The clinical teacher·2026
Same journal

Beyond Student Proactivity in Surgical Placements.

The clinical teacher·2026
Same journal

Recentring Student Learning Within Professionalism Assessment: The Role of Structured Reflection in UK Medical Education.

The clinical teacher·2026
Same journal

The Six R's of Management Reasoning for Subintern Education.

The clinical teacher·2026
See all related articles

Related Experiment Video

Updated: Feb 10, 2026

Biomechanical Analysis Methods to Assess Professional Badminton Players' Lunge Performance
06:36

Biomechanical Analysis Methods to Assess Professional Badminton Players' Lunge Performance

Published on: June 11, 2019

11.4K

Faculty development for junior health professionals.

Annette Burgess1, Christie van Diggele1, Craig Mellis1

  • 1Sydney Medical School, Education Office, University of Sydney, Sydney, Australia.

The Clinical Teacher
|May 24, 2018
PubMed
Summary
This summary is machine-generated.

This study evaluated a blended learning faculty development program for health professionals. Participants found the interprofessional approach beneficial but desired more face-to-face sessions for specific modules.

More Related Videos

Oral Health Assessment by Lay Personnel for Older Adults
08:47

Oral Health Assessment by Lay Personnel for Older Adults

Published on: February 2, 2020

13.7K
Development of New Therapeutic Applications Using Microfluidics
08:56

Development of New Therapeutic Applications Using Microfluidics

Published on: October 1, 2007

5.7K

Related Experiment Videos

Last Updated: Feb 10, 2026

Biomechanical Analysis Methods to Assess Professional Badminton Players' Lunge Performance
06:36

Biomechanical Analysis Methods to Assess Professional Badminton Players' Lunge Performance

Published on: June 11, 2019

11.4K
Oral Health Assessment by Lay Personnel for Older Adults
08:47

Oral Health Assessment by Lay Personnel for Older Adults

Published on: February 2, 2020

13.7K
Development of New Therapeutic Applications Using Microfluidics
08:56

Development of New Therapeutic Applications Using Microfluidics

Published on: October 1, 2007

5.7K

Area of Science:

  • Health Professions Education
  • Interprofessional Education
  • Faculty Development

Background:

  • Faculty development programs are crucial for junior health professionals but often inaccessible to hospital clinicians.
  • Traditional programs are typically discipline-specific and logistically challenging.
  • A blended, interprofessional program was developed to address these accessibility and relevance issues.

Purpose of the Study:

  • To explore participants' perceptions of a blended learning, interprofessional faculty development program.
  • To assess the program's structure, processes, and outcomes.
  • To utilize the conceptual framework of 'communities of practice'.

Main Methods:

  • An eight-module blended learning program, the Clinical Teacher Training (CTT) program, was implemented.
  • Quantitative data were collected via questionnaires and analyzed using descriptive statistics.
  • Qualitative data were gathered through focus groups and analyzed using framework analysis with 'communities of practice'.

Main Results:

  • Participants achieved most learning outcomes through active engagement, formative assessment, and feedback.
  • The blended, interprofessional format enriched learning, though more face-to-face sessions were suggested for specific modules (e.g., Journal Club, Mentorship).
  • Participants felt prepared to teach but less so for assessment activities.

Conclusions:

  • The blended, interprofessional faculty development program was perceived positively by participants.
  • Improvements could include incorporating more face-to-face interactions for certain content areas.
  • Further development may enhance preparedness for assessment activities within faculty development.