There are numerous examples of care gaps that could be reduced through enhanced knowledge exchange and practice collaboration between medical specialist physicians. In this paper, we report preliminary results on using speed-dating sessions (SDSs) to stimulate the development of continuing interdisciplinary education (CIDE) activities.
In 2007, a 35-minute SDS was carried out during a 2-hour faculty development workshop to provide continuing medical education (CME) directors of Quebec's 35 medical specialist associations with a formal opportunity to quickly share clinical issues and goals. A post-workshop survey was used to assess participants' satisfaction and whether they had met new colleagues, learned about interdisciplinary issues, and discovered opportunities for collaboration. CME accreditation files were audited to assess the occurrence of CIDE activities in the year prior and the 2 years that followed the workshop. CME directors were called to assess whether the development of these activities was directly attributable to their participation in the SDS.
CME directors of 26 specialist physician associations attended the faculty development workshop. The vast majority of survey respondents (n = 18/20) were satisfied with the SDS and believed that this method was a stimulating and efficient way to meet new colleagues, quickly share clinical issues and goals, learn about unexpected but important interdisciplinary issues, and identify opportunities for CIDE collaboration. Sixty percent (12/20) reported having identified at least 1 opportunity for collaboration that was worth pursuing in the near future, and 19% of attending CME directors (5/26) developed a CIDE activity within 2 years, as compared with none in the previous year and for the 9 nonparticipating associations.
Results suggest that SDSs enhanced networking, knowledge exchange, and collaboration in continuing education among CME providers who participated in a faculty development activity on CIDE.
[Show abstract][Hide abstract] ABSTRACT: The paradigm shifts in healthcare delivery now more than ever call for interdisciplinary teamwork to deliver the best patient care. The lessons from the Institute of Medicine's To Err Is Human: Building a Safer Health System report are painful but elucidate the problems with training and working in silos and the consequent inconsistent communication between healthcare providers. We review the literature regarding interprofessional training and describe some strategies and innovations. This article proposes that healthcare professional schools embed interprofessional education into the curriculum to meet the challenges of providing high-quality, efficient, and safe patient care.
[Show abstract][Hide abstract] ABSTRACT: A content analysis is conducted to examine the peer-reviewed articles published in the Journal of Academic Librarianship (JAL) from 2004 to 2013. Five key variables are studied: authorship, article type, topic, research methods/design, and research theories/models. About three-fourths of the articles were authored by at least one librarian, and over half of the articles were co-authored. More than two-thirds of the articles were primary research articles, and a total of 24 topics related to academic libraries were covered, among which information literacy was the most popular one. Survey and content analysis are the two most frequently used research methods in the articles. This study, capturing the topical and methodological substance of academic library research, will generate ideas for providing effective research training/education for academic librarians and contribute to the enhancement of research culture and research practice among them.
The Journal of Academic Librarianship 01/2015; 41(2). DOI:10.1016/j.acalib.2015.01.003 · 0.59 Impact Factor
[Show abstract][Hide abstract] ABSTRACT: Few evaluated classroom exercises to date have addressed one of the most cited and compelling explanations of gender formation over the life course: interactionist gender theory. This theory posits that people actively “do” or “perform” their gender in every interaction, and as such, they often subconsciously reshape their public gendered personas based on the degree to which they find social acceptance within a given social context. This paper presents a highly engaging and temporally compact classroom exercise utilizing simulated speed dating to illustrate and generate discussion about interactionist gender theory among undergraduate social sciences and gender studies students. An evaluation study indicates that the exercise improves students’ perceived understanding of interactionist gender theory and that it is both highly helpful and enjoyable.
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