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Teaching About Social Practices and Structures in Continuing Professional Development: A Multiple Case Study in
Joanne Goldman1, Farah Friesen, Tara Burra
1Dr. Goldman: Scientist, Centre for Quality Improvement and Patient Safety and Wilson Centre, and Assistant Professor, Department of Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. Ms. Friesen: Manager, Research and Knowledge Mobilization, Centre for Advancing Collaborative Healthcare and Education (CACHE), Temerty Faculty of Medicine, University of Toronto at University Health Network, Toronto, Ontario, Canada. Dr. Burra: Education Lead, Centre for Quality Improvement and Patient Safety, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada, and Associate Professor, Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada, and Medical Director, Quality, Experience and Safety, Centre for Addiction and Mental Health, Toronto, Ontario, Canada. Ms. Baker: Assistant Professor, Department of Psychiatry, and Associate Director, Curriculum Integration and Partnerships, Centre for Faculty Development, Unity Health Toronto and Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. Ms. Tassone: Executive Director, Education, University Health Network (UHN), and Assistant Professor, Department of Physical Therapy, Temerty Faculty of Medicine, University of Toronto (UT), Toronto, Ontario, Canada, and Strategic Advisor, Centre for Advancing Collaborative Healthcare and Education, UHN and UT, Toronto, Ontario, Canada. Dr. Ng: Director and Education Scientist, Centre for Advancing Collaborative Healthcare and Education (CACHE), and Scientist, Wilson Centre, University Health Network/University of Toronto, Toronto, Ontario, Canada, and Professor, Department of Speech-Language Pathology, University of Toronto, Toronto, Ontario, Canada.
Continuing professional development (CPD) in healthcare effectively teaches social structures by integrating various educational paradigms. Findings suggest layering these paradigms enhances learning about interprofessional collaboration and quality improvement.
Area of Science:
- Healthcare Education
- Social Sciences in Medicine
- Continuing Professional Development (CPD)
Background:
- Minimal exploration of teaching social processes and structures in healthcare CPD.
- Focus on power relations, organizational policies, interprofessional collaboration, and quality improvement.
- Emphasis on transformative education paradigms.
Purpose of the Study:
- Examine the teaching of social practices and structures in healthcare CPD.
- Investigate the educational paradigms employed in these sessions.
- Analyze the application of transformative education principles.
Main Methods:
- Case study of three CPD programs at two university-affiliated centers.
- Data collection through 42.5 hours of observation, 13 interviews, and document analysis.
- Interpretive thematic analysis informed by educational paradigms.
Main Results:
- Introduction of diverse social concepts (e.g., systemic racism, unconscious bias).
- Varied educational paradigms (cognitivist, constructivist, transformative) were utilized.
- Programs balanced practical application with efforts towards perspective-shifting, facing tensions between goals and expectations.
Conclusions:
- Provides insights for incorporating social content into interprofessional collaboration and quality improvement CPD.
- Suggests positioning educational paradigms as coexisting layers rather than mutually exclusive.
- Highlights the importance of aligning educational goals, roles, and modalities for effective transformative learning.
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