Abstract
In 2019, our aim was to design a worldwide inclusive post graduate Medical and Health Care Education certificate programme for all medical and healthcare professionals.
The flexible online course we created has inclusivity and collaboration at it's core, exemplified by the diverse professional backgrounds and experience of programme team members which includes health care science, speech and language therapy, nursing, social work, anatomy and medicine.
The cross-collaboration of academic colleagues from different medical, health and social care disciplines working closely together in curriculum design and development, ensured the synthesis of key concepts and pedagogical approaches leading to the creation of online inclusive teaching materials and learning activities which are used to support and engage our learners worldwide.
The programme provides all participants and team members with an opportunity to consider the benefits and challenges of inter-professional and transnational education.
A community of practise is established with each cohort, whereby richly diverse learning exchanges take place between educators from across the world and experienced teaching staff from a range of disciplines. Underpinned mainly, though not exclusively, by ‘transformational’ learning theory (1) the programme offers opportunities for critical reflection and discussion, whereby participants are supported to share their unique knowledge and experience as well as collaborating and engaging with peers in order to develop a transnational learning community; enhancing their own knowledge, understanding, teaching behaviours and skills in the process.
Our paper/session will highlight some of the challenges, successes and achievements to date.
1. Mezirow, J. Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass, 1991.
The flexible online course we created has inclusivity and collaboration at it's core, exemplified by the diverse professional backgrounds and experience of programme team members which includes health care science, speech and language therapy, nursing, social work, anatomy and medicine.
The cross-collaboration of academic colleagues from different medical, health and social care disciplines working closely together in curriculum design and development, ensured the synthesis of key concepts and pedagogical approaches leading to the creation of online inclusive teaching materials and learning activities which are used to support and engage our learners worldwide.
The programme provides all participants and team members with an opportunity to consider the benefits and challenges of inter-professional and transnational education.
A community of practise is established with each cohort, whereby richly diverse learning exchanges take place between educators from across the world and experienced teaching staff from a range of disciplines. Underpinned mainly, though not exclusively, by ‘transformational’ learning theory (1) the programme offers opportunities for critical reflection and discussion, whereby participants are supported to share their unique knowledge and experience as well as collaborating and engaging with peers in order to develop a transnational learning community; enhancing their own knowledge, understanding, teaching behaviours and skills in the process.
Our paper/session will highlight some of the challenges, successes and achievements to date.
1. Mezirow, J. Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass, 1991.
| Original language | English |
|---|---|
| Title of host publication | AoME and INHWE Joint Conference 2023 |
| Subtitle of host publication | Learning Together for Clinical Excellence |
| Publisher | Academy of Medical Educators |
| Publication status | Published - 27 Jun 2023 |