Flipping the classroom: a data-driven model for nursing education.

Structured, blended learning models have been developed to help participants more actively engage in learning experiences, as opposed to traditional didactic sessions. A flipped classroom model allows learners to build on self-directed online prework in an interactive and collaborative learning laboratory.

The alliance for continuing education in the health professions: a brief overview of health care CE professionals.

This article describes a professional membership organization dedicated to building a strong community of continuing education (CE) professionals across all health professions. As the health care system changes, the CE community needs to build relationships beyond a single profession to encompass performance improvement and health care professional competence in the workplace.

Transforming continuing education across the health professions.

Transforming continuing education (CE) in the health professions requires a focus on competence and performance improvement by all health care professionals to ensure the public's trust. Measures of competence include individual, team, and systems-based performance meeting the growing expectations for quality care by consumers and the government. CE professionals have a critical role in meeting these new expectations for health care professionals as they pursue their continued professional development. This competence-based framework demands new knowledge, skills, and abilities for the CE health professional, including standardization and formalization of this field as an emerging profession.

Factors contributing to successful interorganizational collaboration: the case of CS2day.

Continuing medical education's transition from an emphasis on dissemination to changing clinical practice has made it increasingly necessary for CME providers to develop effective interorganizational collaborations. Although interorganizational collaboration has become commonplace in most sectors of government, business, and academia, our review of the literature and experience as practitioners and researchers suggest that the practice is less widespread in the CME field. The absence of a rich scholarly literature on establishing and maintaining interorganizational collaborations to provide continuing education to health professionals means there is little information about how guidelines and principles for effective collaboration developed in other fields might apply to continuing professional development in health care and few models of successful collaboration. The purpose of this article is to address this gap by describing a successful interorganizational CME collaboration-Cease Smoking Today (CS2day)-and summarizing what was learned from the experience, extending our knowledge by exploring and illustrating points of connection between our experience and the existing literature on successful interorganizational collaboration. In this article, we describe the collaboration and the clinical need it was organized to address, and review the evidence that led us to conclude the collaboration was successful. We then discuss, in the context of the literature on effective interorganizational collaboration, several factors we believe were major contributors to success. The CS2day collaboration provides an example of how guidelines for collaboration developed in various contexts apply to continuing medical education and a case example providing insight into the pathways that lead to a collaboration's success.

The relevance of the alliance for CME competencies for planning, organizing, and sustaining an interorganizational educational collaborative.

The heightened demand for accountability, access, and quality performance from health care professionals has resulted in linkages between continuing education (CE), performance improvement (PI), and outcomes. CE health professionals must also expand their skills and abilities to design, implement, and measure CE activities consistent with these new expectations. In addition to administrative and meeting-planning activities, new competencies associated with educational consultation and performance coaching are needed. This article utilizes the Alliance competencies as the framework for discussion of the competencies of CE professionals and applies it to the unique setting of a collaborative. The CS2day initiative serves as an example of the application of these competencies in this environment. The framework of the Alliance competencies can serve as a guide and a tool for self-assessment, work design, and professional development at individual, organization, and systems levels. Continual reassessment of the Alliance competencies for CE in the health professions will be critical to the continued effectiveness of CE that is linked to performance improvement and outcomes for the CE professional and the health care professionals we serve. A collaborative can provide one option for meeting these new expectations for professional development for CE professionals and the creation of effective educational initiatives.