[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597752-105":59,"doc-detail-597752-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","implementing-a-diversity-orientated-online-graduate-level-health-professions-education-program","Implementing a Diversity-Orientated Online Graduate-Level Health Professions Education Program","","The case examines strategies used to design an online Master’s degree and an online short, Master’s-level diploma in Health Professions Education. It focuses on three central challenges: strengthening program cohesiveness, adopting a multidisciplinary approach, and ensuring information technology literacy. Over roughly one year, senior instructional design leadership and the development committee worked through recurring meetings with program direction. Institutional support structures and faculty teams are described to explain how collaboration and instructional support enabled implementation.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/implementing-a-diversity-orientated-online-graduate-level-health-professions-education-program/597752/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/implementing-a-diversity-orientated-online-graduate-level-health-professions-education-program/597752.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What were the three main challenges addressed in the program development?","Question",{"text":111,"@type":112},"The case centers on program cohesiveness, a multidisciplinary approach, and learners’ information technology literacy.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Who participated in the development process?",{"text":116,"@type":112},"The narrative highlights the senior instructional designer and program leadership, alongside members of the development and implementation committees and the faculty program team.",{"name":118,"@type":109,"acceptedAnswer":119},"What kind of programs were created for Health Professions Education?",{"text":120,"@type":112},"An online Master’s degree program and an online short diploma program at the Master’s level were developed.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},597752,1792085637,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Implementing a Diversity-Orientated Online Graduate-Level Health Professions Education Program  \nSoutenir la mise en place d’un programme de maîtrise en pédagogie universitaire des sciences de la santé offert à distance par et pour la diversité  \nIsabelle Savard  \nAbstract  \nThis case describes the strategies implemented in the development of an online Master’s degree program in Health Professions Education (HPE) and an online short, Master’s level diploma program. The strategies presented pertain to three of the main challenges identified: program cohesiveness, a multidisciplinary approach, and information technology literacy. The case describes meetings between the senior instructional designer, the program director, and the members of the development committee, which occurred over a period of approximately one year.  \nKeywords: online training, program approach, inter-professional collaboration, instructional strategies.  \nInstitutional Context  \nThis case took place at Valley University (UV), an institution with over 40,000 students, 400 programs, and 2,500 professors and lecturers. UV had just elaborated a distance education policy (DEP) that promoted and oversaw the design and development of online courses. Florence worked at UV’s Faculty of Medicine, which was fully engaged in improving the quality of its training at all levels. To accomplish this, the Faculty had setup a Professional Training and Instructional Support Service. A dozen instructional  \ndesigners and as many professors with training in pedagogy, worked together to continually improve the training offered. Three of the IDs specialized in educational technology.  \nHaving worked for this service for a number of years, Florence was quite familiar with the procedure. She knew that, for each large-scale project (for instance, the revision of an existing program or the development of a new training program), a senior designer was designated to provide assistance to the directors and their faculty team. A senior ID has a comprehensive overview of the program and of the current and future requests for instructional development.  \nFlorence, who was the Faculty’s DEP (distance education policy) advisor, had just been designated as a senior ID by her supervisor and assigned to provide instructional support for the development of the Master’s degree program and the short Diploma program in HPE. She knew that she would also be the senior ID for the development of courses in both programs.  \nThe Contributors  \n􀁸 Florence Latour, Instructional Designer and Policy Advisor  \n􀁸 Dr. Leclair, Development Committee Director and Program Director  \n􀁸 Dr. Lamontagne, Director of the Center for Pedagogical Development (CPD) and Florence’s immediate superior  \n􀁸 Program Development Committee, a team comprised of eight members incharge of program development.  \n􀁸 Implementation Committee, a team comprised of four members in charge of implementing the program that was designed by the development committee (some members sit on both committees)  \n􀁸 Faculty Program Team, a team comprised of 14 faculty members who are also course coordinators or co-coordinators, each course coming under the responsibility of two faculty members (one whose approach is more theoretical and the other, more practical)  \nFlorence, an instructional designer, specializes in educational technology and online training. She has been working in the field for over 15 years and has developed numerous online courses. Since January 2010, she has been a member of the Health Sciences pedagogical support team.  \nDr. Leclair, the Director of the Development Committee, is a physician who holds a Master’s degree in Health Professions Education (HPE) . She is a professor with extensive experience in the development of instructional systems in practical (clinical) training and professional medical training programs. Over the last 10 years, she has also acquired practical experience in inter-professional collaboration in both a","cbCaiu0rUbDwASyP","https://ap.wps.com/l/cbCaiu0rUbDwASyP","pdf",770994,"English","# Institutional Context\n## The Contributors\n# Case Specifics\n## The Program Development Committee","[{\"question\":\"What were the three main challenges addressed in the program development?\",\"answer\":\"The case centers on program cohesiveness, a multidisciplinary approach, and learners’ information technology literacy.\"},{\"question\":\"Who participated in the development process?\",\"answer\":\"The narrative highlights the senior instructional designer and program leadership, alongside members of the development and implementation committees and the faculty program team.\"},{\"question\":\"What kind of programs were created for Health Professions Education?\",\"answer\":\"An online Master’s degree program and an online short diploma program at the Master’s level were developed.\"}]","Implementing a Diversity-Orientated Online Graduate-Level Health Professions Education Program | PDF",48]