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Design, Implementation, and Evaluation of an Interprofessional, Continuing Education Course in Biomedical Ethics Using Problem Based Learning

Title: Design, Implementation, and Evaluation of an Interprofessional, Continuing Education Course in Biomedical Ethics Using Problem Based Learning.
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Name(s): Jabri, Faiza Mohamed Al, author
Klein, James D., professor directing dissertation
Whyte, James, IV, university representative
Dennen, Vanessa P., committee member
Ke, Fengfeng, committee member
Florida State University, degree granting institution
College of Education, degree granting college
Department of Educational Psychology and Learning Systems, degree granting department
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2015
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource (113 pages)
Language(s): English
Abstract/Description: The study was conducted to investigate the design, and implementation of an interprofessional continuing education (IPE) course in biomedical ethics to healthcare providers; and to evaluate this course. The impact of the course on teamwork and perception among participants was also examined. The course was designed using a problem-based learning (PBL) approach using the We Learn framework (Macdonald, Stodel, Thompson, & Casimiro, 2009). The study was conducted in the Ministry of Health in Oman. The participants of the study included the instructional designer (who was also the researcher), the course instructor, five group instructors, and 28 learners. The learners were different healthcare professionals who work in the four tertiary hospitals in the capital city. The study employed design and development research (Richey & Klein, 2007) and focused on examining the process of product development and evaluation. A case study method was applied for data collection. Data were collected from all of the participants using surveys, interviews, and logs. The study findings indicated there was a decrease in learners' perceptions that may be due to unrealistic entry level. However, they expressed that working in IPE was enjoyable. They had consensus that PBL was appropriate and promoted interactions between learners. Overall, the course was implemented as designed. The course is to be revised and include cases with local context.
Identifier: FSU_migr_etd-9538 (IID)
Submitted Note: A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Degree Awarded: Spring Semester 2015.
Date of Defense: April 27, 2015.
Keywords: Design and Development, Health Professional Education, Instructional Design, Interdisciplinary Education, Interprofessional Education, Problem Based Learning
Bibliography Note: Includes bibliographical references.
Advisory Committee: James Klein, Professor Directing Dissertation; James Whyte, IV, University Representative; Vanessa Dennen, Committee Member; Fengfeng Ke, Committee Member.
Subject(s): Instructional systems -- Design
Continuing education
Health education
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9538
Host Institution: FSU

Choose the citation style.
Jabri, F. M. A. (2015). Design, Implementation, and Evaluation of an Interprofessional, Continuing Education Course in Biomedical Ethics Using Problem Based Learning. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9538