March 7, 2018
2:00 - 3:00 pm CST
Are conventional learning theories sufficient to guide multi-site complex educational interventions?
Jocelyn Lockyer, PhD
Professor, Department of Community,
University of Calgary,
Mila Kostic, CHCP, FACEHP
Director of CME,
University of Pennsylvania;
Co-Director of Interprofessional CE,
“Without theories, people might view research findings as disorganized collections of data, because researchers and practitioners would have no overarching frameworks to which data could be linked.” (Schunk, 2016, p11)
Theories provide frameworks for interpreting environmental observation and serve as bridges between research and education. They enable research findings to be organized and systematically linked to theories and they reflect environmental phenomena and generate new research through hypotheses.
During this session, the presenter will lead us in the review of CPD learning theories and interventions for better patient outcomes.
Together we will determine how the lessons learned in this study can apply to our work in CPD.
We will discuss theoretical framework, interventions, statistical analysis, and results through an examination of:
Semrau KEA, Hirschhorn LR, Marx Delaney M, Singh VP, Saurastri R, Sharma N, Tuller DE, Firestone R, Lipsitz S, Dhingra-Kumar N, Kodkany BS, Kumar V, Gawande AA; BetterBirth Trial Group. Outcomes of a Coaching-Based WHO Safe Childbirth Checklist Program in India. N Engl J Med. 2017 Dec 14;377(24):2313-2324.
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Atul Gawande TED Talk:
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