Emma J Stodel

PurposeCompetency-based medical education (CBME) is quickly becoming the dominant organizing principle for medical residency programs. As CBME requires changes in the way medical education is delivered, faculty will need to acquire new skills in teaching and assessment in order to navigate the transition. In this paper, we examine the evidence supp...

Purpose: Certain pressures stemming from within the medical community and from society in general, such as the need for increased accountability in resident training and restricted resident duty hours, have prompted a re-examination of methods for training physicians. Leaders in medical education in North America and around the world champion comp...

Competency-based medical education is gaining traction as a solution to address the challenges associated with the current time-based models of physician training. Competency-based medical education is an outcomes-based approach that involves identifying the abilities required of physicians and then designing the curriculum to support the achieveme...

BACKGROUND Exposure to Pediatrics is a unique and important part of many residency programs. However, increased numbers of residents due to the expansion of positions, short clinical rotations, and seasonal variability of pediatric cases can result in reduced clinical exposure, uneven clinical experiences, and unmet learning needs. OBJECTIVES iLEA...

Background Following an 8-month pilot, uOttawa Department of Family Medicine implemented a program-wide bilingual electronic field note (eFN) system. eFNs are used to document feedback and resident competency that can be tagged with CanMEDS roles, as well as family medicine skills dimensions and curriculum domains. The transition from paper-based f...

Introduction To support the assessment of competence, regular use of field notes is an accreditation requirement of the College of Family Physicians of Canada. Field Notes are narrative forms used to document formative feedback on resident’s clinical activities. In the University of Ottawa’s Family Medicine Residency Program, we introduced a paper-...

Background: Family medicine post graduate training in Canada is shifting to competency-based approaches, requiring trainees develop assessable competencies. The Department of Family Medicine of University of Ottawa (DFM) has responded by developing a web-based e-field note (eFN) that permits a facile interface to allow residents and their superviso...

The University of Ottawa (uOttawa) Faculty of Medicine in 2008 launched a revised undergraduate medical education (UGME) curriculum that was based on the seven CanMEDS roles (medical expert, communicator, collaborator, health advocate, manager, scholar, and professional) and added an eighth role of person to incorporate the dimension of mindfulness...

At times, preceptors struggle with aspects of resident education. Many are looking for more support and faculty development in this area. To address preceptors' needs for resources and provide a proactive framework for their teaching, the Academic Support Process (ASP) website was developed and evaluated. Preceptors' (N = 35) experiences using the...

Two online resources, ePhysicianHealth.com and eWorkplaceHealth.com, were developed to help physicians and other healthcare professionals improve their health and well-being by providing them with relevant, up-to-date support and resources at no cost and with anonymous access. ePhysicianHealth.com is the world’s first comprehensive, online physicia...

The purpose of this qualitative study was to examine the educational advocacy experiences of 36 adoptive parents of adolescents and young adults with fetal alcohol spectrum disorder (FASD). The participants responded to a questionnaire and 29 of them also engaged in an in‐depth individual interview. Data were analysed inductively. Emerging from the...

Organisational and financial policies in the long-term care sector make it hard for caregivers to justify time away from caring for residents to participate in continuing education programs (Romanow, 2002). ELearning offers appropriate and useful methods to deliver convenient and flexible education that fits within the constraints of the healthcare...

Two online resources-ePhysicianHealth.com and eWorkplaceHealth.com-were developed to help healthcare professionals improve their health and well-being by providing them access to relevant, up-to-date support and resources at no cost and with anonymous access. ePhysicianHealth.com includes 14 modules in French and English and eWorkplaceHealth.com co...

Interprofessional collaboration is vital to the delivery of quality care in long-term care settings; however, caregivers in long-term care face barriers to participating in training programs to improve collaborative practices. Consequently, eLearning can be used to create an environment that combines convenient, individual learning with collaborati...

Abstract A comprehensive understanding of pain pathophysiology is fundamental to pain assessment and management. However, this is a complex topic and one often difficult to grasp from two-dimensional images in books or presentations. Managing Pain Together: The Pathophysiology of Pain, a bilingual, interactive web-based module, provides a dynamic,...

The quality and sustainability of the healthcare system in Canada is dependent on the healthcare providers within it. If the system is to remain strong, it is critical that those who provide the services within it are strong and healthy. Unfortunately, downsizing in the Canadian healthcare system has led to extremely heavy workloads and high levels...

This report describes the development and testing of an online survey to assess Web-based learning (WBL) educational programs. This study extends theoretical work on the Demand Driven Learning Model (DDLM), and provides a test of validity for WBL programs in a variety of applied settings. Three research questions were addressed in this study: Is th...

Background: This study assessed the effectiveness of an online learning resourcefor staff in long-term care (LTC) homes. The resource was designed to increasepalliative care and interprofessional patient-centred care (IPC) skills and knowledgeand stimulate the transfer of knowledge to the workplace.Methods and Findings: A mixed methods approach was...

Interprofessional care (IPC) is a prerequisite for enhanced communication between healthcare team members, improved quality of care, and better outcomes for patients. A move to an IPC model requires changing the learning experiences of healthcare providers during and after their qualification program. With the rapid growth of online and blended app...

A framework is required to guide online Interprofessional Education (IPE) (Casimiro et al., 2009). The purpose of this paper is to present such a framework: W(e)Learn. W(e)Learn can be used as a quality standard and a guide to design, develop, deliver and evaluate online IPE in both pre- and post-qualification educational settings. The framework is...

The importance of collaborative practice in health care has been emphasized.View all references There is a critical need for convenient and flexible education opportunities that support the development of collaborative practice skills among the health care workforce. Consequently, the purpose of this project was to create and evaluate an online lea...

The Working Together online learning resource to improve collaborative practice (teamwork) includes eight modules. They cover collaborative practice principles and skills, their application to care delivery, and their evaluation in the work environment. Fifty-nine 'early adopters' of collaborative practice in 17 long-term care homes field-tested th...

The Working Together (WT) project involved the design and delivery of an online learning resource for healthcare teams in long-term care (LTC) so that knowledge regarding interprofessional collaborative patient-centred practice (ICPCP) could be readily accessed and then transferred to the workplace. The purpose of this paper is to better understand...

The purpose of this study was to examine persistence in school among students with Foetal Alcohol Spectrum Disorder (FASD) from the perspectives of the students themselves and their parents. Tinto’s (1975, 1997) Student Integration Model (SIM) provided the theoretical framework for this research. This model involves an interplay between (1) backgro...

This study examined persistence in high school among students with Fetal Alcohol Spectrum Disorder (FASD) from the perspective of the adolescents themselves. Tinto's (1975, 1997) Student Integration Model (SIM) provided the theoretical framework for the research. This model consists of three factors: background characteristics, academic integration...

Despite the success that instructors and learners often enjoy with online university courses, learners have also reported that they miss face-to-face contact when learning online. The purpose of this inquiry was to identify learners' perceptions of what is missing from online learning and provide recommendations for how we can continue to innovate...

In this article we describe our experiences using a Community-Based Participatory Research orientation (CBPR; Minkler & Wallerstein, 2003) with a group of community professionals in healthcare institutions. The purpose of the project was to design, develop, deliver, and evaluate an online dementia care program for registered and non-registered heal...

Given the increased call for accountability and quality of care in long-term care, it is important that government and long-term care provider organizations contemplate resident and family satisfaction with long-term care. This article highlights important considerations and provides practical recommendations for conducting satisfaction surveys in...

In many universities there seems to be an "eLearning Contradiction" between the expressed need to integrate technology into the teaching and learning process and what is actually occurring in the majority of classrooms. In this paper we describe the collaborative process we used to design an online Conceptual Framework Learning Object (C-FLO; the o...

The purpose of this research was to design, develop, deliver, and evaluate an online dementia care program aimed at enabling healthcare teams deliver better service to residents with dementia in continuing (CC) and long-term care (LTC) facilities. A Community-Based Participatory Research (CBPR) orientation (Minkler & Wallerstein, 2003) was adopted...

This article examines the term, fetal alcohol spectrum disorder (FASD), and the learning and behavioral characteristics of students with prenatal alcohol exposure. A recent qualitative study on the educational experiences of individuals with FASD is also described. Some of the findings from that research are presented: adolescents and young adults...

There are many terms that are synonymous with e-learning or that differ in poorly distinguished ways, such as Web-based training, distributed learning, and distance education.

The purpose of this research was to examine the educational experiences of individuals with Fetal Alcohol Spectrum Disorder (FASD) and the elements of a successful school experience. Eleven parents and seven children participated in this qualitative study. Data was collected using questionnaires and in-depth semi-structured interviews. Participants...

In many universities there seems to be an "eLearning Contradiction" between the expressed need to integrate technology into the teaching-learning process and what is actually occurring in the majority of classrooms. In this paper we describe the collaborative process we used to design an online Conceptual Framework Learning Object (C-FLO). The obje...

This paper presents a needs analysis conducted to obtain information concerning online dementia care training of healthcare workers in long-term care (LTC) facilities. The resulting information was used to guide the development of an online dementia care training program designed to facilitate the acquisition of skills and knowledge necessary for h...

This article provides a framework that describes the aspects involved in designing quality web‐based mental skills education (MSE) environments. The framework is grounded in the literature of web‐based learning and sport psychology theory and practice. The core of the framework is the web‐based educational environment. In order for web‐based MSE to...

This paper reviews recent philosophical debate surrounding the future role and activities of universities in a technological society. In this text, an argument is put forward for academics to take a proactive role in the development and use of technology in the teaching process. For a large segment of the population (working adults) traditional uni...

Thesis (Ph.D.)--University of Ottawa, 2004. Includes bibliographies. Microfiche.

Thesis (M.S.)--Springfield College, 1995. Includes bibliographical references. Microfiche.

Thesis (Ph.D.)--University of Ottawa, 2004. Includes bibliographies.