Related Experiment Video
Updated: Jul 31, 2025
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Evolution of a Continuing Professional Development Program Based on a Community of Practice Model for Health Care
Diane Nguyen1, Kris Denzel Tupas, Satid Thammasitboon
1Dr. Nguyen: Director of Global Programs, BIPAI Baylor College of Medicine International Pediatrics AIDS Initiative (BIPAI) at Texas Children's Hospital, and Assistant Professor, Department of Pediatrics Department of Education, Innovation and Technology, Baylor College of Medicine, TX. Dr. Tupas: Assistant Professor of Clinical Sciences, IL. Dr. Thammasitboon: Associate Professor of Pediatrics, Critical Care Medicine Division, Director, Center for Research, Innovation and Scholarship in Medical Education (CRIS), Texas Children's Hospital, Baylor College of Medicine, TX.
Introduction:
The Baylor International Pediatric AIDS Initiative (BIPAI) Network supports a network of independent nongovernmental organizations providing health care for children and families in low- and middle-income countries (LMIC). Using a community of practice (CoP) framework, a continuing professional development (CPD) program was created for health professionals to enhance knowledge and exchange best practices.
Methods:
An online learning platform (Moodle), videoconferencing (Zoom), instant messaging systems (Whatsapp), and email listserv facilitated learning and interaction between program participants. Target participants initially included pharmacy staff and expanded to include other health professionals. Learning modules included asynchronous assignments and review of materials, live discussion sessions, and module pretests and posttests. Evaluation included participants' activities, changes in knowledge, and assignment completion. Participants provided feedback on program quality via surveys and interviews.
Results:
Five of 11 participants in Year 1 earned a certificate of completion, and 17 of 45 participants earned a certificate in Year 2. Most modules showed an increase in module pretest and posttest scores. Ninety-seven percent of participants indicated that the relevance and usefulness of modules were good or outstanding. Ongoing evaluation indicated changes in Year 2 for program improvement, and notable outcomes indicated how CoP added value in developing a true community.
Discussion:
Using a CoP framework allowed participants to improve their personal knowledge and become part of a learning community and network of interdisciplinary health care professionals. Lessons learned included expanding program evaluation to capture potential value creation of the community of practice in addition to individual-level development; providing briefer, more focused programs to better serve busy working professionals; and optimizing use of technological platforms to improve participant engagement.
More Related Videos
Related Concept Videos
01:30Community Based Intervention
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
01:30Primary Healthcare Services
In 1978, international leaders convened in Alma-Ata, Kazakhstan, for what would be a pivotal event in global health. The Alma-Ata Declaration was the first to call...
01:26Levels of Health Promotion and Illness Prevention
In primary prevention, actions taken before disease onset prevent the disease from...
01:27Peripheral Artery Disease III: Interprofessional Care
01:18Models of Health Promotion and Illness Prevention II
The agent-host-environment model states that disease results...
01:25Models of Health Promotion and Illness Prevention I
The health belief model (HBM) attempts to predict health-related behavior in specific belief patterns. According to the HBM, a person's...