User:Randyfisher/WE Intro/Sustainable Knowledge Skills Transfer
|Work in progress, expect frequent changes. Help and feedback is welcome. See discussion page.|
Sustainable Knowledge & Skills Transfer
- Evidence-based medicine is contingent upon effective transfer of knowledge and skills to improve practice & health outcomes.
- Issuing and disseminating toolkits, guidelines and best practices is ineffective because they are often not implemented or followed-up.
- The conceptions of knowledge and skills as situated, tacit, and practice-based also indicate one-off injections are no longer valid in the new net-world of learning stored in connected networks
- Learning is now understood as actionable & applied knowledge, that is situated in rich learning ecologies, collaborative, contingent, apprenticed, reflective, socially constructed through dialogue for problem-solving in context.
- How can one-off conferences & workshops sustain the transfer of learning to improve practice without overcoming the constraints of time & distance?
Changing Concepts of Health Professional Education
|Old Continuing Medical Education||New Continuing Professional Development Education (CPDE)|
|Setting||Hospital/University||At Practice & at a distance|
|Delivery||Lectures||Discussion, case-studies, problem-based learning. IT, blended learning|
|Strengths||Wise man on stage||Relevance to practice, facilitator|
|Availability||One-off, random, not customised||Internet, journals, flexible, personalised|
|Pedagogy||Didactic expert||Constructivist, social & informal|
Educators Can Make A Difference
- Paying attention to issues of pedagogical design
- Framing education around policy priorities, essential questions where research & capacity gap exists, strategic goals and objectives related to on-going and summative assessment of members learning
- Using e-learning to sustain transfer of Knowledge & Skills to improve performance across distance
- Leverage health conference workshops programme to scale
Change Management Action Research Pilot: Project Design Goals
- To build professionals’ capacity for CPDE
- To enrich health professionals culture as a global learning community
- To improve professional engagement through continuous learning communities beyond workshops
- To optimize knowledge & skills transfer
- To integrate ICT strategically into education programmes & conferences
What About Technology?
- Web-based distance & flexible learning means we can reach more members to further continue education beyond one-off conference workshops
- E-learning, m-learning, e-health, m-health offer opportunities to reach hard-to-reach professionals who find it difficult to attend workshops or conferences
- Health professionals digital literacy needs & skills building are a priority in 21st century
- Some have begun to move in this direction – e-mentoring, online communities, Resource Library
What's in it for the Organization / University ?
- Deepen members’ engagement in developing their own learning solutions through participatory collaboration framework
- Deliver strategic plan goals
- Harness technology & new media intelligently by building e-learning competence among membership
- Innovate to take AIDS Conferences to the 21st century
- Build partnerships with top-notch academic partners
- Play a leadership role in health professional education compared to our competitors
- Improve organization educational effectiveness for sustainable impact on members practice
- Higher return from investment in education than one-off workshops
- Deepen staff & stakeholders ownership of organizational strategy
- Align & cohere conference & ‘non-conference’ parts of organization