Rapid Knowledge Mobilization and Continuing Professional Development: Educational Responses to COVID-19.

Introduction: The field of Continuing Professional Development (CPD) has a role to play in supporting health care professionals as they respond to the COVID-19 pandemic. However, the evolving science of COVID-19, the need for quick action, and the disruption of conventional knowledge networks pose challenges to existing CPD practices. To meet these emergent and rapidly evolving needs, what is required is an approach to CPD that draws insights from the domain of knowledge mobilization (KMb).

An Education Framework for Effective Implementation of a Health Information System: Scoping Review.

Background: To optimize their use of a new Health Information System (HIS), supporting health care providers require effective HIS education. Failure to provide this education can significantly hinder an organization's HIS implementation and sustainability efforts.

Objective: The aim of this review is to understand the most effective educational strategies and approaches to enable health care providers to optimally use an HIS.

Widening the Lens on Needs Assessment: Identifying Profession-Specific and Interprofessional Learning Needs Across Professions in an Academic Health Sciences Institution.

Traditionally, education planning for the health professions is conducted in a reactive manner, with profession-specific learning opportunities being organized in response to educational issues arising or based upon speaker availability. Moreover, limited information exists to guide organizations on systematic approaches to planning and implementing large-scale interprofessional learning programs, despite clear evidence for benefits of team-based learning in the workplace. Our organizational approach to the learning needs assessment process was in need of updating to enhance pedagogical rigor and to proactively inform ongoing education planning with respect to both profession-specific and interprofessional learning needs.

Implementing a peer-learning approach for the clinical education of respiratory therapy students.

Introduction: With recent clinical placement demands exceeding supply, the University Health Network (UHN) Respiratory Therapy (RT) department implemented a 2:1 student-to-preceptor model where a focus on peer learning (PL) becomes a key component of program success. PL can be defined as students learning from and with each other in both formal and informal ways. The shift towards facilitative student-directed models in other health care professions can be seen globally with the literature suggesting that 2:1 models not only support increases in student capacity but also improve the student learning experience through PL strategies.

Initiating communities of practice for teaching and education scholarship in hospital settings: a multi-site case study.

This article was migrated. The article was marked as recommended. Numerous calls have been made for faculty development programming to better address faculty members' ongoing needs, to situate training strategies within the workplace and to utilize social learning perspectives, communities of practice in particular.

Conflicting messages: examining the dynamics of leadership on interprofessional teams.

Purpose: Despite the importance of leadership in interprofessional health care teams, little is understood about how it is enacted. The literature emphasizes a collaborative approach of shared leadership, but this may be challenging for clinicians working within the traditionally hierarchical health care system.

Method: Using case study methodology, the authors collected observation and interview data from five interprofessional health care teams working at teaching hospitals in urban Ontario, Canada.

Flying blind: the experience of online interprofessional facilitation.

The role of the facilitator is known to be important in fostering productive interprofessional education (IPE) in the face-to-face (F2F) environment. Online learning can help surmount some of the logistical challenges in IPE by bringing together diverse professionals in multiple geographical locations. Best practices in F2F IPE facilitation are beginning to emerge, but there is scant literature examining IPE facilitation online.

Community re-engagement and interprofessional education: the impact on health care providers and persons living with stroke.

Purpose: This study evaluated the impact of an educational intervention that integrates concepts of a community re-engagement framework (CR) and interprofessional collaboration (IPC) on health care providers' (HCP) practice with persons living with stroke (PLS).

Method: A mixed-methods design was used in which HCPs (n = 67) and PLS (n = 29) participated from 9 organizations across the care continuum. Pre- and postintervention surveys and interviews were conducted with the HCPs.

The group priority sort: a participatory decision-making tool for healthcare leaders.

Healthcare leaders have long expressed the need to effectively engage all members of their organizations in the process of decision-making. The group priority sort is an innovation in healthcare leadership that supports both consensus building and effective consultation.

An exploratory investigation using appreciative inquiry to promote nursing oral care.

The purpose of this exploratory study was to determine the impact of an appreciative inquiry (AI) approach in a nursing knowledge translation initiative to facilitate oral care service delivery improvements. Comments made by nurse participants showed that they valued knowledge and strived for consistency in oral care provision. They felt that this could be obtained by implementing an oral health assessment tool, having access to an oral health expert, and enhancing interprofessional collaboration.

Organizational model and process for clinical best practice in rehabilitation and complex continuing care.

Toronto Rehabilitation Institute developed its Clinical Best Practice Model and Process (TR-CBPMP) to facilitate a systematic and consistent approach to best practice with the goal of shortening the path between best knowledge and clinical care and linking this process to patient needs and outcomes. The TR-CBPMP guides clinicians, inter-professional teams, administrators and leaders in identifying patient needs, reviewing present practice, determining best practice priorities, analyzing gaps, preparing for and implementing best practice, evaluating patient-based outcomes and sustaining the best practice. The TR-CBPMP has been used successfully to develop program-specific, profession-specific and organization-wide best practices.

Facilitating best practice in aged care: exploring influential factors through critical incident technique.

Aim.  The focus of this study is on the perspective of facilitators of evidence-based aged care in long-term care (LTC) homes about the factors that influence the outcome of their efforts to encourage nursing staff use of best practice knowledge. Design.

The role of reflection in implementing learning from continuing education into practice.

Introduction: Although the use of reflection to facilitate learning and its application in practice has been widely advocated, there is little empirical research to establish whether or not health professionals use reflection to integrate learning into clinical practice. Particularly troublesome is the lack of empirically based theory underlying strategies to promote reflection and understand factors that influence its use in translating learning into practice. Occupational therapists participated in this case study, in which reflection and implementation of learning from a short course into practice were examined using a multimethod approach.