Article

Toward Better Descriptions of Innovations

Academic medicine: journal of the Association of American Medical Colleges (Impact Factor: 3.47). 09/2008; 83(8):703-4. DOI: 10.1097/ACM.0b013e3181838a2c
Source: PubMed
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    ABSTRACT: The present article describes educational innovation processes and design of a web-based pain interprofessional resource for prelicensure health science students in universities across Canada. Operationalization of educational theory in design coupled with formative evaluation of design are discussed, along with strategies that support collaborative innovation. Educational design was driven by content, theory and evaluation. Pain misbeliefs and teaching points along the continuum from acute to persistent pain were identified. Knowledge-building theory, situated learning, reflection and novel designs for cognitive scaffolding were then employed. Design research principles were incorporated to inform iterative and ongoing design. An authentic patient case was constructed, situated in interprofessional complex care to highlight learning objectives related to pre-operative, postoperative and treatment up to one year, for a surgical cancer patient. Pain mechanisms, assessment and management framed content creation. Knowledge building scaffolds were used, which included video simulations, embedded resources, concurrent feedback, practice-based reflective exercises and commentaries. Scaffolds were refined to specifically support knowledge translation. Illustrative commentaries were designed to explicate pain misbeliefs and best practices. Architecture of the resource was mapped; a multimedia, interactive prototype was created. This pain education resource was developed primarily for individual use, with extensions for interprofessional collective discourse. Translation of curricular content scripts into representation maps supported the collaborative design process by establishing a common visual language. The web-based prototype will be formatively and summatively evaluated to assess pedagogic design, knowledge-translation scaffolds, pain knowledge gains, relevance, feasibility and fidelity of this educational innovation.
    Pain research & management: the journal of the Canadian Pain Society = journal de la societe canadienne pour le traitement de la douleur 01/2011; 16(6):427-32. · 1.39 Impact Factor
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    ABSTRACT: In verschillende opleidingsregio’s volgen artsen in opleiding tot specialist (aios) een training die hen aanmoedigt om actiefin hun opleiding te staan en zelf meer regie te voeren over het leren en de eigen ontwikkeling. Het is één van de antwoorden op de uitdagingen die de modernisering van de vervolgopleidingen met zich meebrengt. Met een beschrijving van verschillende trainingen laten we zien welke overwegingen speelden en hoe keuzes zijn gemaakt in de aanloop en uitwerking. We geven aan wat wij leren1 van eerste ervaringen en of de gekozen aanpak ook voor anderen interessant is. De conclusie kan worden getrokken dat de trainingen door aios zeer worden gewaardeerd en dat er spin-off is op het implementatieproces van de modernisering. Om iets te kunnen zeggen over de daadwerkelijke effecten in de dagelijkse praktijk, wordt structureel onderzoek aanbevolen. (Baane JA, Heineman MJ, Busari JO, Fluit CRMG, Jippes E, Kroon CD de. Tijdschrift voor Medisch Onderwijs 2008;27(6):296-303.) A few years ago the Dutch Central Board of Medical Specialists decided to improve postgraduate specialty training programmes. Teams in the various districts related to the eight Dutch University Medical Centres are implementing innovative programmes aimed at enhancing workplace-based learning and teaching. One question is: how can we improve trainees’ learning strategies and put them in the driver’s seat of their own learning. This would empower trainees to enable their supervisors to offer them the training they need. In this article we describe choices made in implementing innovations in training programmes. In this process we have learned as well. Trainees have appreciated the workshops which heighten their awareness of their role of active learners. In addition the process of innovation in general profits from the training spin-off. We would recommend research to demonstrate the effectiveness of the workshops. (Baane JA, Heineman MJ, Busari JO, Fluit CRMG, Jippes, De Kroon C. Specialist trainees in the driver’s seat of their training. Dutch Journal of Medical Education 2008;27(6):296-303.)
    Tijdschrift voor Medisch Onderwijs 12/2008; 27(6):296-303. DOI:10.1007/BF03078292
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    Journal of the Medical Library Association JMLA 05/2009; 97(2):73-4. DOI:10.3163/1536-5050.97.2.001 · 0.99 Impact Factor