A design pattern language for effective professional development programs for clinicians: A decade of design-based research

Robinson, Lynn, Bianco, Nina, Hendy, Robert and Metcher, Jaime (2011) A design pattern language for effective professional development programs for clinicians: A decade of design-based research. Design Principles and Practices, 5 4: 553-570.

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads
Author Robinson, Lynn
Bianco, Nina
Hendy, Robert
Metcher, Jaime
Title A design pattern language for effective professional development programs for clinicians: A decade of design-based research
Journal name Design Principles and Practices  (ERA 2012 Listed)    (ERA 2010 Rank B)   Check publisher's open access policy
Publication date 2011
Sub-type Article
Volume number 5
Issue number 4
ISSN 1833-1874
Start page 553
End page 570
Total pages 18
Place of publication Altona, Vic., Australia
Publisher Common Ground Publishing
Collection year 2012
Language eng
Subject 130399 Specialist Studies in Education not elsewhere classified
130199 Education systems not elsewhere classified
939999 Education and Training not elsewhere classified
93 Education and Training
Abstract Continuing professional development (CPD) for clinicians is necessary for individual health professionals to maintain their professional standards and for the community, who rely on their services for the delivery of evidence-based, cost-effective health services. In the late 1990s, three driving forces for using design-based research in CPD appeared. First, meta-analysis of research evidence indicated that most educational interventions were ineffective in improving clinician performance or changing practice. Secondly, the market requirements of the health industry (i.e. large scale, cost-effective programs, across a wide variety of topics and clinician groups) favoured reproducible designs over ad hoc solutions. Thirdly, emergent internet technologies were attractive candidate solutions, but increased risk compared to face to face CPD. Over ten years of design-based research, the authors have designed, developed, delivered and studied the results of over 200 professional development programs, mostly e-learning. Approximately 12,000 health professionals each year engage. Because the authors, as a multidisciplinary design and delivery team, have had full cycle responsibility, they have had a living laboratory in which to conduct design-based research. Three major design improvement cycles have been completed. Both the design-based research process and the resultant successful design framework will be presented. The framework covers the evidence base, design principles, design patterns and pattern language for designing and implementing professional development, in both online and face to face modes.
Keyword Design-based Research
Continuing Professional Development
Health
e-Learning
Design Patterns
Education
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article
Collections: Official 2012 Collection
Centre for Innovation in Professional Learning Publications
 
Versions
Version Filter Type
Citation counts: Google Scholar Search Google Scholar
Access Statistics: 103 Abstract Views, 5 File Downloads  -  Detailed Statistics
Created: Tue, 27 Mar 2012, 15:57:12 EST by Rebecca Donohoe on behalf of Centre for Innovation in Professional Learning