{"id":702,"date":"2023-09-10T06:13:49","date_gmt":"2023-09-10T10:13:49","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0255\/?p=702"},"modified":"2023-09-12T07:23:11","modified_gmt":"2023-09-12T11:23:11","slug":"community-of-inquiry-coi-infographic-strategies-for-enhancing-online-cme","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0255\/community-of-inquiry-coi-infographic-strategies-for-enhancing-online-cme\/","title":{"rendered":"Community of Inquiry (CoI) Infographic | Strategies for Enhancing Online CME"},"content":{"rendered":"[et_pb_section fb_built=”1″ _builder_version=”4.17.0″ _module_preset=”default” custom_margin=”||-64px|||” custom_padding=”0px||18px||false|false” global_colors_info=”{}”][et_pb_row _builder_version=”4.19.4″ _module_preset=”default” min_height=”688.5px” custom_margin=”|auto|-22px|auto||” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.19.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/malat-webspace.royalroads.ca\/rru0255\/wp-content\/uploads\/sites\/237\/2023\/09\/COI-Infographic-Shazia.png” alt=”Infographic – COI Model” title_text=”COI Infographic – Shazia” _builder_version=”4.21.2″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.19.4″ _module_preset=”default” custom_padding=”||0px|||” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.19.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.19.4″ _module_preset=”default” custom_margin=”||-21px|||” custom_padding=”18px|||||” global_colors_info=”{}”]\n

<\/span><\/h3>\n

Enhancing Continuing Medical Education (CME) through the CoI Model<\/span><\/span><\/h3>\n

In today’s rapidly evolving healthcare landscape, Continuing Medical Education (CME) is more important than ever to stay current with the latest advancements, innovations and evidence based best practices. CME not only helps healthcare professionals enhance their knowledge and skills, but also ensures that they provide the highest quality of care to their patients. However, traditional CME often falls short in engaging clinicians deeply in the learning process (Davis et al., 1999)<\/span>. This is where the Community of Inquiry (CoI) model comes in, providing a holistic framework to foster meaningful educational experiences in online settings. Furthermore, it allows clinicians to network with peers, exchange ideas, and collaborate on innovative solutions to improve patient outcomes. In this infographic, I’ve highlighted the three essential COI elements, which include teaching presence, social presence, and cognitive presence, and illustrated how this model can be applied to CME.<\/p>\n

Teaching Presence:<\/span>
Teaching Presence involves coordinating cognitive and social activities to achieve meaningful and educationally relevant learning outcomes (Garrison et al., 2000). This includes designing instruction and guiding learners throughout their educational journey. It’s worth noting that Teaching Presence isn’t limited to instructors, as other members of the CoI can also contribute (Vaughan et al., 2013). This can improve the learning environment and increase learner satisfaction. The main goal of Teaching Presence, according to Lalonde (2020), is to help learners achieve personally significant and educationally valuable learning outcomes. In Continuing Medical Education (CME), Teaching Presence is especially important for facilitating effective learning experiences. It involves the design and organization of educational activities, as well as the guidance and support provided to learners. Additionally, teaching presence helps foster a collaborative learning environment where learners can interact with each other and with the instructor, enhancing their understanding of complex medical concepts and promoting critical thinking skills.
<\/span><\/h4>\n

Social Presence <\/span>
In the context of a COI, social presence pertains to learners’ capacity to portray their genuine personalities and remain authentic (Lalonde, 2020). Such authenticity fosters purposeful communication in an environment of trust, facilitating the growth of interpersonal relationships and enhancing a sense of belonging within the community (Lake & Atkins, 2021). A CME environment that prioritizes social presence can foster this essential trust, allowing clinicians to discuss cases openly, seek advice, and share expertise without the fear of judgment.<\/span><\/h4>\n

Cognitive Presence:<\/span>
Cognitive Presence in the Community of Inquiry (CoI) framework refers to the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison et al., 2000).It aims to take learners through a cycle of inquiry that includes triggering events, exploration, integration, and resolution, thereby facilitating a meaningful learning experience. In the realm of Continuing Medical Education (CME), this presence is particularly vital as clinicians often encounter complex medical scenarios that demand a robust blend of critical thinking, reflection, and collaboration, ensuring they remain at the forefront of medical advancements and provide the best patient care.<\/span><\/h4>\n

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References:<\/span><\/span><\/h3>\n

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Boettcher, J. V. (2019).\u00a0<\/span>Ten best practices for teaching online<\/em>. Designing for Learning.\u00a0<\/span>http:\/\/designingforlearning.info\/writing\/ten-best-practices-for-teaching-online\/<\/a>\u00a0\u00a0<\/p>\n

Bull, B. (2013).\u00a0<\/span>Eight roles of an effective online teacher.<\/em>\u00a0<\/span>Faculty Focus.\u00a0<\/span>https:\/\/www.facultyfocus.com\/articles\/online-education\/eight-roles-of-an-effective-online-teacher\/<\/a><\/p>\n

Davis, D., O’Brien, M. A., Freemantle, N., Wolf, F. M., Mazmanian, P., & Taylor-Vaisey, A. (1999). Impact of formal continuing medical education: do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes?. JAMA, 282(9), 867\u2013874. https:\/\/doi.org\/10.1001\/jama.282.9.867<\/span><\/p>\n

Dunlap, J. C., & Lowenthal, P. R. (2018). Online educators\u2019 recommendations for teaching online: Crowdsourcing in action.\u00a0<\/span>Open Praxis, 10<\/em>(1), 79.\u00a0<\/span>https:\/\/doi.org\/10.5944\/openpraxis.10.1.721<\/a>\u00a0<\/p>\n

Garrison, R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education.\u00a0<\/span>The Internet and Higher Education, 2<\/em>(2), 87\u2013105.\u00a0<\/span>https:\/\/doi.org\/10.1016\/S1096-7516(00)00016-6<\/a>\u00a0<\/p>\n

Garrison, D., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education<\/em>, 2<\/em>(2-3), 87\u2013105. https:\/\/doi.org\/10.1016\/s1096-7516(00)00016-6<\/a><\/p>\n

Lake, J., & Atkins, H. (2021). Facilitating online learning with the 5R\u2019s: Embedding Indigenous pedagogy into the online space<\/em>. Pressbooks. https:\/\/pressbooks.bccampus.ca\/the5rsonline\/<\/a><\/p>\n

Lalonde, C. (2020).\u00a0<\/span>Facilitation in a community of inquiry<\/em>\u00a0<\/span>[Video]. YouTube.\u00a0<\/span>https:\/\/youtu.be\/Nv1bUZv5PLs<\/a>\u00a0<\/p>\n

Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Facilitation. In\u00a0<\/span>Teaching in blended learning environments\u00a0<\/span><\/em>(pp. 45\u201361). Athabasca University Press.\u00a0<\/span>https:\/\/read.aupress.ca\/read\/teaching-in-blended-learning-environments\/section\/43261c4a-6d4c-44cf-8c7f-60bc306eb03a<\/a>\u00a0<\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]\n","protected":false},"excerpt":{"rendered":"

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