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Interupting High School and Returning to Education     Site Reviews(0)
The Pan-Canadian Education Indicators Program (PCEIP) is an ongoing initiative of the Canadian Education Statistics Council (CESC), a partnershp between Statistics Canada and the Council of Ministers of Education, Canada (CMEC), to provide a set of statistical measures on education systems in Canada. This fact sheet reports on the proportion of young adults who have left high school without a diploma and, among them, the proportions who have returned to obtain a high -school diploma and who progressed to postsecondary education. It presents data for Canada and the provinces from the Youth in Transition Survey (YITS).
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: I    Hits Out: 0
Interprofessional education: effects on professional practice and health care outcomes (Review)   http://mrw.interscience.wiley.com/cochrane/clsysrev/articles/CD002213/image_n/CD002213_abstract.pdf  Site Reviews(0)
Training health and social care professionals to work together effectively Health and social care professionals, such as doctors, nurses, physiotherapists and social workers, need to work together effectively to take care of patients effectively. Unfortunately, professionals may not always work well together. Training and educational programmes have been developed as a possible way to improve how professionals work together to take care of patients. Interprofessional education (IPE) is any type of educational, training, teaching or learning session in which two or more health and social care professions are learning interactively. This review found six studies that evaluated the effects of IPE. Four of these studies found that IPE improved some ways in how professionals worked together and the care they provided. It improved the working culture in an emergency department and patient satisfaction; decreased errors in an emergency department; improved themanagement of the care delivered to domestic violence victims; and improved the knowledge and skills of professionals providing care to mental health patients. But two of those four studies also found that IPE had little to no effect on other areas. Two other studies found that IPE had little to no effect at all. The studies evaluated different types of IPE and were not of high quality. It is, therefore, difficult to be certain about the effect of IPE and to understand the key features of IPE to train health and social care professionals to work together effectively. Interprofessional education:
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: I    Hits Out: 0
Emerging themes: an exploratoryresearch project of an interprofessional education module for medical   http://www.nurseeducationtoday.com/article/S0260-6917%2898%2980003-8/abstract  Site Reviews(0)
This paper will detail themes emerging from the first stage analysis of a project that wascommissioned by the Department of Health. In evaluating the effectiveness of interprofessional teaching and learning opportunities for undergraduate medical, dental and nursing students, the project will also reveal wider institutional problems and opportunities in shared curriculum development. The research focuses on an existing Community Module within the medical and dental curriculum, which has incorporated BSc nursing students. Based on pre-module focus groups, semi-structured interviews and an extract from a reflective project diary, the paper will describe the emerging themes of personal interest to the researchers concerning student perceptions and expectations of their shared learning. This early data suggests that in their first term at college, the students reveal inconsistencies in their stereotypical attitudes towards the ‘status’ of their intended professions. They also demonstrate attitudes that challenge traditional views. The students also offer similar discrepancies in their views on the value of interprofessional learning. It would be premature to draw any firm conclusions from this preliminary analysis of selected data. However, the analysis provides early evidence of the key cultural, professional and institutional issues central to the planning and implementation of interprofessional curricula.
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: I    Hits Out: 0
A Preliminary Survey of Interprofessional Education   http://www.jdentaled.org/cgi/reprint/70/4/417  Site Reviews(0)
Abstract: The purpose of this article is to review the literature on interprofessional education (IPE) and report on a preliminary survey of the current status of interprofessional education in seven academic health centers (AHCs) that have schools of dentistry associated with them. There is wide variability in interpretation of the term “interprofessional,” and many barriers to interprofessional education exist including already overcrowded curricula in health professions schools, lack of support from faculty and administration, and financial constraints. Based on interviews completed at the authors’ home institutions, it was recommended that topics such as ethics, communication skills, evidence-based practice, and informatics could be effectively taught in an interprofessional manner. Currently, some academic health centers are attempting to develop interprofessional education programs, but most of these efforts do not include dental students. Of the seven AHCs investigated in this study, only two had formal interprofessional educational activities that involved students from two or more health professions education programs. Dental school participants in this study professed a strong interest in interprofessional programs, but many interviewees from other professional schools and AHC administrators perceived that the dental school was isolated from other schools and disinterested in IPE. Many health care setting models in the future will include dentists as part of an interdisciplinary health care team; consequently, it is important for dental schools to become an active participant in future interprofessional educational initiatives. Dr. Rafter is Associate Professor and Director of Predoctoral Endodontics, Department of Cariology, Restorative Sciences, and Endodontics, University of Michigan; Dr. Pesun is Associate Professor, Division of Prosthodontics, Department of Restorative Sciences, University of Minnesota; Dr. Herren is Assistant Professor, OHP/Restorative Dentistry and Clinical Team Leader, University of Kentucky School of Dentistry; Dr. Linfante is Assistant Professor, Department of Restorative Dentistry and Director of Predoctoral Admissions and Student Recruitment, University of Medicine and Dentistry of New Jersey; Dr. Mina is Professor and Chair, Division of Pediatric Dentistry, Department of Oral and Maxillofacial Surgery, Orthodontics, Pediatric Dentistry, and Advanced General Dentistry, University of Connecticut; Dr. Wu is Associate Dean for Research and Professor of Periodontics, University of Illinois at Chicago; and Dr. Casada is Professor and Interim Chair, Department of Diagnostic Sciences, Prosthodontics, and Restorative Dentistry, University of Louisville. Direct correspondence and requests for reprints to Dr. Igor Pesun, University of Minnesota, 9-450B Moos Tower, 515 Delaware Street, SE, Minneapolis, MN 55455; 612-625-3924 phone; 612-625-1496 fax; [email protected] Key words: dental education, interprofessional education
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: I    Hits Out: 0
The Impact and Effectiveness of Interprofessional Education   http://www.rcn.org.uk/__data/assets/pdf_file/0004/78718/003091.pdf  Site Reviews(1)
Literature review of interprofessional education
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: I    Hits Out: 0
IHEIF - Building on the Foundations of IPE in Toronto   http://www.ipe.utoronto.ca/initiatives/ipe/iheif/  Site Reviews(0)
IHEIF Goal The University of Toronto’s Council of Health Sciences Deans (CHSD) is clear in its mandate to establish mandatory Interprofessional Education (IPE) curricula so that by 2009 all students from the Faculties of Health Sciences (including The Faculties of Dentistry, Medicine, Nursing, Pharmacy, Physical Education and Health, Social Work and Rehabilitation Sciences) will partake in a curriculum that affords them the opportunity to graduate with IPE competencies. The approach taken by the University of Toronto is to create a curriculum that is theoretically driven, pedagogically sound, relevant to learners and faculty, and ultimately relevant to the patients and clients served. This competency-based, longitudinal curriculum design will include a mandatory core curriculum, complementary learning activities, simulation experiences, and a 4-week clinical placement where students will learn how to apply the theoretical concepts of collaboration in practice settings. IHEIF Background Health professional learners need to gain the competencies of collaborative patient-centered care from their university/college training. Hospitals and other clinical settings must provide the environments for students to receive role modeling of teamwork practices. Currently, much work needs to be done in both the educational and practice settings if we are to be successful in enhancing patient care in a collaborative manner. The federal and provincial governments believe that Interprofessional Collaboration (IPC) is one of the solutions to assist in strengthening our health care system by influencing recruitment and retention of practitioners, improving patient care outcomes and enhancing organizational and system efficiencies (e.g., reducing wait times).
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: I    Hits Out: 0
INTERPROFESSIONAL EDUCATION Today, Yesterday and Tomorrow   http://meds.queensu.ca/quipped/assets/IPE%20Today,%20Yesterday%20&%20Tmmw%20%28Barr%29.pdf  Site Reviews(0)
EXECUTIVE SUMMARY The Learning and Teaching Support Network for Health Sciences and Practice commissioned this review from the UK Centre for the Advancement of Interprofessional Education (CAIPE) to help teachers2 engage effectively in interprofessional education. The paper reviews arguments for shared learning for health and social care professions in the Government workforce and training strategy – collaboration, substitution and accelerated career progression – noting concern expressed by universities and their teachers to clarify ends and means. Current issues are then approached from an historical perspective, tracing the development of interprofessional education since the sixties as one of several movements from which it is distinguished with difficulty. Developments that prompted interprofessional education include the formation of primary care teams, the introduction of care in the community, investigations into child abuse and, later, strategies to effect change and quality improvement. Examples are given of work and college-based interprofessional education before and after qualification designed to modify attitudes, secure common foundations and competency-based outcomes. Application of adult learning principles leads into theoretical perspectives, which inform the choice of interactive learning methods. Theories from anthropology, social psychology and sociology help understand collaboration and obstacles that impede it. The re-framing of curricula is reported and moves to determine outcomes as occupational standards and benchmarks. Surveys by CAIPE, the Committee of Vice Chancellors and Principals (CVCP) and others describe interprofessional education nationwide, complemented by reviews and systematic searches of the literature to assemble the emerging evidence base. Dimensions are identified, a provisional typology floated and principles formulated for interprofessional education. Priorities identified for future research and development in interprofessional education include: • Completing work to establish the evidence base, so far as practicable, from existing sources • Setting and regulating standards • Evaluating selected programmes • Comparing experience of interprofessional education in different fields • Preparing the next generation of teachers • Weighing the implications of National Service Frameworks • Building interactive learning into undergraduate interprofessional education • Involving university teachers in work-based interprofessional education • Designing a continuum of professional, multiprofessional and interprofessional education • Relating objectives for shared learning to workforce planning The paper focuses upon interprofessional education in the UK with reference to all four countries, but stopping short of discussion of policies and practices in each. An international review (Barr, 2000) can be found on the CAIPE website (www.caipe.org.uk) while the Journal of Interprofessional Care3 covers collaboration in education, practice and research worldwide.
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: I    Hits Out: 0
CAIPE Centre For The Advancement Of Interprofessioanl Education   http://www.caipe.org.uk/  Site Reviews(0)
Founded in 1987, CAIPE is dedicated to the promotion and development of interprofessional education (IPE) with and through its individual and corporate members, in collaboration with like minded organisations in the UK and overseas. It provides information and advice through its website, bulletins, papers and outlets provided by others, and has a close association with the Journal of Interprofessional Care. CAIPE also delivers workshops which facilitate development in IPE and foster exchange and mutual support between members and others. CAIPE is a charity and company limited by guarantee and dependent primarily on income from members’ subscriptions.
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: I    Hits Out: 0
The Inter-American Research and Documentation Centre on Vocational Training    http://www.ilo.org/public/english/region/ampro/cinterfor/about/index.htm  Site Reviews(0)
The Inter-American Research and Documentation Centre on Vocational Training (CINTERFOR) originated from the Seventh Conference of American ILO Member States, held in Buenos Aires in 1961, in response to a proposal made to the ILO to establish a centre for the exchange of experiences, based on research, documentation and dissemination of vocational training activities and that will act as a core system constituted by vocational training institutions and organizations of ILO Member States in America and Spain. In the early sixties, most American countries faced the need to increase the general level of their manpower training in order to improve the quantity and quality of the enterprises' performance and the workers' living conditions. Given this situation, many countries (Brazil, Colombia, Venezuela, Chile, Argentina and Uruguay, among others) began, with technical assistance from the ILO, actions aimed at the creation of new vocational training services, based on a tight collaboration with workers and employers, and dedicated to the training of apprentices and adult workers. The organization of these services, the preparation and publication of training programs, the preparation of education personnel and the study of necessary installations and equipment represented a great effort in research and a good deal of adaptation among each of these countries. Consequently they considered it highly desirable that the national services committed in this effort used the accumulated experience of other countries and participate in a necessary coordination of activities to be developed in America. Facing this situation and considering the general resolution concerning vocational training adopted in the Seventh Conference held in Buenos Aires, it was decided on that occasion to recommend to the ILO the creation of an Inter-American Research and Documentation Centre on Vocational Training, which would promote a permanent cooperation between national units in charge of vocational training. As part of this recommendation, it was pointed out that the Centre should have as its main duties the gathering of all documentation related to vocational training aspects and, to that effect, the establishment of necessary contacts with all specialized organizations; disseminate this documentation in an appropriate way among interested national organizations; implement, at the organizations' request, all kind of research related to the general and technical organization of vocational training; prepare didactic training material, according to the needs or requests of interested entities. Then, in 1963 CINTERFOR was created by the International Labour Organization (ILO), with headquarters in Montevideo.
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: I    Hits Out: 0
Inside Higher ED   https://www.insidehighered.com/content/about-us  Site Reviews(0)
Inside Higher Ed is the online source for news, opinion and jobs for all of higher education. Whether you're an adjunct or a vice president, a grad student or an eminence grise, we've got what you need to thrive in your job or find a better one: breaking news and feature stories, provocative daily commentary, areas for comment on every article, practical career columns, and a powerful suite of tools to help higher education professionals get jobs and colleges identify and hire employees.
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: I    Hits Out: 0
Indigenous/   http://academica.ca/indigenoustopten  Site Reviews(0)

Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: I    Hits Out: 0
Canadian Bureau of International Education   http://cbie.ca/  Site Reviews(0)
A global leader in international education, dedicated to equity, quality, inclusiveness and partnership. CBIE is the national voice advancing Canadian international education by creating and mobilizing expertise, knowledge, opportunity and leadership.
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: I    Hits Out: 0
International Student   https://www.internationalstudent.com/study_canada/schools/  Site Reviews(0)
Once you’ve decided to study in Canada, the next step is choosing where to apply. There are a ton of great schools in Canada, and narrowing down your options can be daunting. There are a number of factors to take into consideration to help you decide. There are no real “rules” for choosing a college or university in Canada, but these tips can help make the process easier.
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: I    Hits Out: 0
Studying in Canada: Choosing a school, college or university     Site Reviews(0)
There are many different types of schools and institutions in Canada. For more information and listings of schools, contact the organizations listed below for each institution type, or consult: EduCanada, the Government of Canada website on this topic the Ministry of Education of the province in which you would like to study Canadian Bureau for International Education
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: I    Hits Out: 0
There are many different types of schools and institutions in Canada. For more information and listi   https://cbie.ca/  Site Reviews(0)
CBIE is the national voice advancing Canadian international education by creating and mobilizing expertise, knowledge, opportunity and leadership. We are a global leader in international education, dedicated to equity, quality, inclusiveness and partnership.
Added: Nov 30, 1999  Last Update: Nov 30, 1999  Category: I    Hits Out: 0
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