Abstract
Healthcare improvement initiatives have not led to expected changes in patient population outcomes over the last decade. This can, in part, be explained by overly reductionist approaches in medical practice and education. This article describes some insights and experiences using a Complex Adaptive Systems approach in the conceptualisation of a continuing professional education program and reflections on elements that led to enhanced practice behaviours and system improvements.
| Original language | English |
|---|---|
| Article number | 186 |
| Pages (from-to) | 1-4 |
| Number of pages | 4 |
| Journal | MedEdPublish |
| Volume | 9 |
| Issue number | 1 |
| DOIs |
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| Publication status | Published - 31 Aug 2020 |
Bibliographical note
Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.Keywords
- continuing professional development
- in service training
- complex adaptive systems
- complexity science
- staff education
- quality improvement
- intellectual disability
- developmental disability
- children