Critical Diversity Education to Promote Interprofessional Understanding : A Comparison of Student Experiences Between Face-to-Face and Online Delivery

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Author(s): Marion Brown (Dalhousie University, Canada)
Copyright: 2010
Pages: 13
Source title: Interprofessional E-Learning and Collaborative Work: Practices and Technologies
Source Author(s)/Editor(s): Adrian Bromage (Coventry University, UK), Lynn Clouder (Coventry University, UK), Jill Thistlethwaite (University of Warwick, UK)and Frances Gordon (SHU, UK)
DOI: 10.4018/978-1-61520-889-0.ch006

Keywords: Business & Technical Education / Education / Educational Technologies / Information Science Reference

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Abstract

The chapter begins with an overview of the current momentum toward interprofessional education and practice, citing specific trends in Canada as reflections of a global emerging consciousness. Initiatives undertaken at Dalhousie University are discussed in setting the context for this pilot study. Next, the pedagogy of critical diversity education is introduced and explained, with particular relevance for interprofessional education and practice. Comparison of face-to-face and online delivery of an interprofessional module based upon critical diversity education principles is then detailed, including research design and findings. The chapter concludes with a discussion of implications from this study.

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Critical Diversity Education to Promote Interprofessional Understanding : A Comparison of Student Experiences Between Face-to-Face and Online Delivery

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