In 2005 ''The McGill Educational Initiative on Interprofessional Collaboration: Partnerships for ... more In 2005 ''The McGill Educational Initiative on Interprofessional Collaboration: Partnerships for Family-Centered Practice'' received a Health Canada grant to promote interprofessional practice and education in clinical and academic settings. The project deliverables included an electronic interprofessional case (e-case) and associated software. The e-case was planned as a teaching activity to highlight awareness of interprofessionalism and permit: (a) online review by healthcare professionals of a patient case and development of a uni-professional care plan; (b) integration of these care plans into a ''blueprint'' or draft interprofessional care plan; and (c) offline group validation of this ''blueprint'' as an interprofessional care plan. The e-case application, design, implementation and utilization process are based on an integration of: (a) pedagogical theories and principles; and (b) innovative informatics technologies. Further, this framework is intended to facilitate and promote the cooperation and teamwork requisite for interprofessionalism. In March 2007, the McGill project held the first interprofessional care plan workshop to test this process after receiving ethics approval from the McGill Institutional Review Board. The theoretical framework The theoretical framework for the design and implementation of the e-case was based on pedagogical principles from: (a) adult learning; (b) uni-professional socialization; (c) communities of practice; and (d) cognitive apprenticeship. These were considered relevant to: (a) understanding collaboration in healthcare; (b) designing the e-case; and (c) providing strategies to promote interprofessional interdependence for clinicians.
The purpose of this research was to test the ability of Perry's scheme of intellectual develo... more The purpose of this research was to test the ability of Perry's scheme of intellectual development to measure the intellectual development of college students. Perry's scheme postulates four broad levels of intellectual development in the college years - dualism, multiplicity, relativity and commitment. A questionnaire was developedfrom items used in the research literature to describe thefour levels and was administered to second and fourth semester college students. Ten college instructors also participated. To test the construct validity of Perry's scheme, different items representing a stage were examined for convergence, while the sets of items representing different stages were examined for divergence. The empirical validity of Perry's scheme was tested by examining student responses in relation to student time in college, cumulative average and gender. The results suggest that rather than stages of development, there are two possible levels or general position...
The aim of this study is to present a narrative literature review of advantages, challenges, and ... more The aim of this study is to present a narrative literature review of advantages, challenges, and conditions for the success of blended synchronous course delivery mode. For this purpose, we searched the database EditLib and analyzed 16 existing papers from 2001 to 2016. The conditions for success were operationalized in the Master Teacher Program (MTP) and its challenges were addressed in building a Blended Session Protocol. This protocol also combines lived experience. It is now used in the MTP to ensure a standardized and consistent implementation of this course delivery mode into our courses. Reviewing the literature on this delivery mode and presenting an example of its use in the MTP are important issues. From a theoretical point of view, the present study results help build a theoretical basis for future research on this course delivery mode and would enrich existing literature. From a practical point of view, this study provides administrators and higher education faculty mem...
CEGEPs (Colleges d'enseignement general et professionnel) were designed with the aim of devel... more CEGEPs (Colleges d'enseignement general et professionnel) were designed with the aim of developing intellectual abilities in young adults. The purpose of this study was to describe the cognitive and affective abilities of CEGEP students at the beginning and end of CEGEP and to measure the change in these abilities. Comparing student cognitive and affective abilities at the beginning of, during and at the end of CEGEP, according to known measures of student development, would establish what changes occur during the college years, and would thereby promote a more thorough understanding of the students which CEGEPs serve. The cognitive development of CEGEP students was assessed by examining the three broad areas of development most focused on at the college level: reading, writing, and critical thinking skills. Affective development was studied by examining the moral reasoning and ego development of CEGEP students and students' attitudes toward knowledge and learning. The resea...
Interprofessional collaboration is central to quality patient care; however, little is known abou... more Interprofessional collaboration is central to quality patient care; however, little is known about developing interprofessional care plans, particularly in oncology. This article describes the development of an interprofessional care plan for an older adult woman with breast cancer. Two collaborative expert workshops were used; 15 clinical experts reviewed an online patient case and were asked to prepare a uniprofessional care plan. In workshop 1, participants worked from a draft interprofessional care plan, synthesized from the uniprofessional care plans by research associates, to arrive at consensus on an ideal interprofessional care plan. Using qualitative inductive content analysis of workshop transcripts, specific changes and overall key principles were identified and used to revise the draft plan. Based on these findings, a generalized interprofessional care plan/oncology model was developed. Revisions and proposed model were validated through consensus by participants during workshop 2. Participants highlighted the iterative, cyclical, and multilayered nature of patient care experiences; the importance of central patient profiles, which are contributed to and validated by all healthcare professionals; and the importance of assessing patient understanding. Participation of a patient representative provided an invaluable contribution. The process and model provide a unique framework for interprofessional care plan development in other settings and patient populations.
In 2005 ''The McGill Educational Initiative on Interprofessional Collaboration: Partnerships for ... more In 2005 ''The McGill Educational Initiative on Interprofessional Collaboration: Partnerships for Family-Centered Practice'' received a Health Canada grant to promote interprofessional practice and education in clinical and academic settings. The project deliverables included an electronic interprofessional case (e-case) and associated software. The e-case was planned as a teaching activity to highlight awareness of interprofessionalism and permit: (a) online review by healthcare professionals of a patient case and development of a uni-professional care plan; (b) integration of these care plans into a ''blueprint'' or draft interprofessional care plan; and (c) offline group validation of this ''blueprint'' as an interprofessional care plan. The e-case application, design, implementation and utilization process are based on an integration of: (a) pedagogical theories and principles; and (b) innovative informatics technologies. Further, this framework is intended to facilitate and promote the cooperation and teamwork requisite for interprofessionalism. In March 2007, the McGill project held the first interprofessional care plan workshop to test this process after receiving ethics approval from the McGill Institutional Review Board. The theoretical framework The theoretical framework for the design and implementation of the e-case was based on pedagogical principles from: (a) adult learning; (b) uni-professional socialization; (c) communities of practice; and (d) cognitive apprenticeship. These were considered relevant to: (a) understanding collaboration in healthcare; (b) designing the e-case; and (c) providing strategies to promote interprofessional interdependence for clinicians.
The purpose of this research was to test the ability of Perry's scheme of intellectual develo... more The purpose of this research was to test the ability of Perry's scheme of intellectual development to measure the intellectual development of college students. Perry's scheme postulates four broad levels of intellectual development in the college years - dualism, multiplicity, relativity and commitment. A questionnaire was developedfrom items used in the research literature to describe thefour levels and was administered to second and fourth semester college students. Ten college instructors also participated. To test the construct validity of Perry's scheme, different items representing a stage were examined for convergence, while the sets of items representing different stages were examined for divergence. The empirical validity of Perry's scheme was tested by examining student responses in relation to student time in college, cumulative average and gender. The results suggest that rather than stages of development, there are two possible levels or general position...
The aim of this study is to present a narrative literature review of advantages, challenges, and ... more The aim of this study is to present a narrative literature review of advantages, challenges, and conditions for the success of blended synchronous course delivery mode. For this purpose, we searched the database EditLib and analyzed 16 existing papers from 2001 to 2016. The conditions for success were operationalized in the Master Teacher Program (MTP) and its challenges were addressed in building a Blended Session Protocol. This protocol also combines lived experience. It is now used in the MTP to ensure a standardized and consistent implementation of this course delivery mode into our courses. Reviewing the literature on this delivery mode and presenting an example of its use in the MTP are important issues. From a theoretical point of view, the present study results help build a theoretical basis for future research on this course delivery mode and would enrich existing literature. From a practical point of view, this study provides administrators and higher education faculty mem...
CEGEPs (Colleges d'enseignement general et professionnel) were designed with the aim of devel... more CEGEPs (Colleges d'enseignement general et professionnel) were designed with the aim of developing intellectual abilities in young adults. The purpose of this study was to describe the cognitive and affective abilities of CEGEP students at the beginning and end of CEGEP and to measure the change in these abilities. Comparing student cognitive and affective abilities at the beginning of, during and at the end of CEGEP, according to known measures of student development, would establish what changes occur during the college years, and would thereby promote a more thorough understanding of the students which CEGEPs serve. The cognitive development of CEGEP students was assessed by examining the three broad areas of development most focused on at the college level: reading, writing, and critical thinking skills. Affective development was studied by examining the moral reasoning and ego development of CEGEP students and students' attitudes toward knowledge and learning. The resea...
Interprofessional collaboration is central to quality patient care; however, little is known abou... more Interprofessional collaboration is central to quality patient care; however, little is known about developing interprofessional care plans, particularly in oncology. This article describes the development of an interprofessional care plan for an older adult woman with breast cancer. Two collaborative expert workshops were used; 15 clinical experts reviewed an online patient case and were asked to prepare a uniprofessional care plan. In workshop 1, participants worked from a draft interprofessional care plan, synthesized from the uniprofessional care plans by research associates, to arrive at consensus on an ideal interprofessional care plan. Using qualitative inductive content analysis of workshop transcripts, specific changes and overall key principles were identified and used to revise the draft plan. Based on these findings, a generalized interprofessional care plan/oncology model was developed. Revisions and proposed model were validated through consensus by participants during workshop 2. Participants highlighted the iterative, cyclical, and multilayered nature of patient care experiences; the importance of central patient profiles, which are contributed to and validated by all healthcare professionals; and the importance of assessing patient understanding. Participation of a patient representative provided an invaluable contribution. The process and model provide a unique framework for interprofessional care plan development in other settings and patient populations.
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