You are here:

Designing an E-learning Experience to Stimulate Interprofessional Practice in Health and Social Care

, University of Ottawa - CNFS, Canada ; , University of Ottawa - Faculty of Education, Canada ; , University of Ottawa - Centre for E-learning, Canada ; , , , University of Ottawa - CNFS, Canada

AACE Award

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA


Health and social care providers are expected to work collaboratively with patients and community partners, to deliver efficient health and social care. Yet each discipline has its own distinct body of knowledge and discipline-specific training which leads to professionals who don't necessarily understand how to work together efficiently. It is within this context that the Consortium national de formation en santé (CNFS) designed, developed, delivered, and evaluated an e-learning continuing education program to train interprofessional champions across Canada. These champions can then act as role models and help stimulate interprofessional practices in their workplace. The French-language e-learning program examines the concepts of interprofessional practice and then brings learners to develop an action plan based on an individualised conceptual map. Study results show that e-learning is a desirable approach to interprofessional education (IPE) and that course workload must be carefully assessed, communicated and managed when offered in a not for credit continuing education context.


Casimiro, L., MacDonald, C.J., Rousseau, R., Bouchard-Lamothe, D., Tremblay, M. & Couturier, L. (2007). Designing an E-learning Experience to Stimulate Interprofessional Practice in Health and Social Care. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1434-1442). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from .

View References & Citations Map


  1. 2. Barr,H. (1998). Competent to collaborate: Towards a competency-based model for interprofessional education. Journal of Interprofessional Care, 12, 181-187.
  2. 4. Bogdan, R.C., & Biklen, S.K. (1998). Qualitative research for education (3rd ed.). Toronto: Allyn & Bacon.
  3. 5. Brien, R. (1987). Science cognitive& Formation (3rd ed.). Ste Foy (Qc): Presses de l’ Université du Québec.
  4. 6. Collis, B., & Moonen, J. (2005). An on-going journey: Technology as a learning workbench. University of Twente, Enschede, The Netherlands. Retrieved 17/03/2007, from the WorldWide Web:
  5. 7. Hall, P., & Weaver, L. (2001). Interdisciplinary education and teamwork: A long and winding road. Medical Education, 35(9), 867-875.
  6. 8. Horn, R. (1989). Mapping hypertext. Lexington (Mass): The Lexington Institute.
  7. 9. Howard, R.W. (1987). Concepts and schemata: an introduction. London: Cassell.
  8. 10. Jonassen, D. (2002). Engaging and supporting problem solving in online learning. Quarterly Review of Distance Education, 3(1), 1-13.
  9. 11. Knowles, M.S. (1968). “ Andragogy not pedagogy”. Adult Leadership, 16(10), 350-352.
  10. 12. Long, H.B. (2004). Understanding adult learners. In M.W. Galbraith (Ed.), Adult learning methods: A guide to effective instruction (3rd ed.) (pp. 23-38). Malabar (FL): Krieger Publishing Company.
  11. 13. MacDonald, C.J., Stodel, E., Farres, L.G., Breithaupt, K., & Gabriel, M.A. (2001). The Demand-Driven Learning Model: A framework for web-based learning. Internet and Higher Education, 4(2001), 9-30.
  12. 14. Merriam, S.B. (1998). Qualitative research and case study applications in education. San Francisco (CA): Jossey-Bass.
  13. 15. Merriam, S.B., & Caffarella, R.S. (1999). Learning in adulthood (2nd ed.). SanFrancisco: Jossey-Bass.
  14. 16. Romanow, R.J. (2002). Building on values: The future of healthcare in Canada. Ottawa: Commission on the future of healthcare in Canada.
  15. 17. Ross, R. (1994). The ladder of inference. In P.M. Senge, A. Kleiner, C. Roberts, R.B. Ross, & B.J Smith (Eds.), The fifth discipline fieldbook: Strategies and tools for building a learning organization (pp.242246).
  16. 20. Stephenson, K.S., Peloquin, S.M., Richmond, S.A., Hinman, M.R., & Christiansen, C.H. (2002). Changing educational paradigms to prepare allied health professionals for the 21st century. Education for Health, 15(1), 37-49.
  17. 21. Schwandt,T.A. (2000). Three epistemological stances for qualitative inquiry. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (pp. 189-214). Thousand Oaks: Sage.
  18. 22. Tardif, J. (1992). Pour un enseignement stratégique. Montréal : Les É ditions Logiques.
  19. 23. Tardif, J. (2006). L’ évaluation des compétences. Montréal : Les éditions de la Chenelière Inc.
  20. 24. World Health Organisation (1988). Learning together to work together for health. Report from a World Health Organisation study group on multiprofessional education of health personnel: The team approach. Technical report series 769, Geneva: WHO. Acknowledgement

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact