July 03, 2019

Developing Educational Leaders in Your Healthcare Team

Work-based learning is at the heart of continuing professional development (CPD). Yet to be truly successful a learning culture needs to include all members of staff, and enable them to become educational leaders. The question is, how can this be achieved in practice? In answering this Purcell and Lloyd-Jones (2003)

Risk Management Education in Healthcare
May 14, 2019

Is It Time for an Overhaul of Risk Management Education?

Risk management in healthcare is potentially more important than in any other industry. Many researchers, including Moskowitz (2018), are now suggesting that there is a clear link between implementing a successful risk management strategy and the education of all employees. So, is it time for an overhaul of risk management

Personal Care Assistants
April 23, 2019

Are Personal Care Assistants Missing Out On Education?

As demands on healthcare services increase, so too do the number of personal care assistants (PCAs) and assistants in nursing (AINs) employed to support their registered colleagues. Care assistants are now well established as valuable team members within a wide variety of clinical specialities. But their relative lack of access

Return on Investment
April 09, 2019

How to Secure Funding for Continuing Education and Training

It’s natural for healthcare educators to have an implicit appreciation of the benefits of their educational services. After all, it’s logical to assume that a more knowledgeable and highly skilled workforce can provide better patient care. Yet health administrators don’t always understand or appreciate how a training program can result

Problem Based Learning
February 26, 2019

PBL: Problem, Practice or Project Based Learning?

The acronym PBL is used widely in academic literature but what does it stand for? Problem-based learning, practice-based learning, or even project-based learning? As Cambell (2014) points out having so many possible meanings can be unhelpful and confusing. So how can healthcare educators make sense of PBL and choose the right

Technology Enhanced Learning
February 05, 2019

Technology Enhanced Learning (TEL) – Transforming Healthcare Education

In the view of the Oxford University Press Blog (2017) technology is ‘cool’ and increasingly a part of student’s lives. Yet, as the demand for technology enhanced learning (TEL) increases many teachers and facilitators find themselves playing catch up with the vast array of new technologies that promise to revolutionise

Knowledge Retention Strategies
January 17, 2019

Knowledge Retention: 7 Proven Strategies for Healthcare Educators

Knowledge retention, or knowledge management, is the process by which new information is transferred from the short-term to long-term memory. Yet, because human memory is imperfect there is a constant need for educators to find effective, creative teaching strategies to support the long-term preservation of knowledge in their students. This

January 08, 2019

Cultivating Critical Thinking in Healthcare

Critical thinking skills have been linked to improved patient outcomes, better quality patient care and improved safety outcomes in healthcare (Jacob et al. 2017). Given this it is necessary for educators in healthcare to stimulate and lead further dialogue about how these skills are taught, assessed, and integrated into the

Competency-Based Assessment
November 29, 2018

Refining Competency-Based Assessment

Driven by the need for greater accountability and the ability to support students learning at their own pace, competency-based assessment and learning has been a feature of healthcare education for the past 50 years. Gone are the days when simply completing a training course was considered enough to ensure proficiency.

Implementing Interprofessional Education
October 23, 2018

Implementing Interprofessional Education

Interprofessional education (IPE) describes the shared learning that occurs when students from two or more professions associated with health or social care, are engaged in learning with, from and about each other (Bridges et al. 2011). Yet with such diverse training needs across a broad spectrum of healthcare professionals, implementing