Table 5

Education Strategies with High Importance and Feasibility in Order of Overall Ranking

RANKING


O

I

F

Theme

EDUCATION STRATEGIES


1

1

1

Professional Development

Preceptorship training Provide preceptorship training (e.g. problem-based learning) to boost the quantity and quality of student placement to improve the quality of preceptor worklife[65].


1

1

1

Professional Development

Rural and remote mentors Ensure access to professional colleagues/mentors for newly graduated practitioners in rural and remote locations through use of innovative communications technology [44].


1

1

1

Professional Development

Career paths Develop career paths within individual professions/promotion of opportunities within health care facilities for such career paths (added by panel).


2

1

2

Professional Development

Minimize rural and remote isolation Minimize the professional and personal isolation of rural and remote rehabilitation personnel by establishing formal and informal networks. These networks could be used to provide clinical and professional mentoring supervision and support [64].


2

1

2

Professional Development

Access to research information Ensure access to professional academic and research information through various media. Examples could include: computer and internet access and subscriptions to relevant professional journals and literature [44].


3

1

2

Professional Development

Flexible delivery in continuous professional development Incorporate professional group needs; adult learning principles and flexible delivery in the provision of continuous professional development [65].


4

2

2

Education & Training

Rural and remote continuing education Develop and implement innovative programs that deliver continuing education to rehabilitative health care personnel located in remote locations [66].


4

2

2

Education & Training

Financial support for rural and remote clinical placements Build on existing mechanisms to expand the availability of rural and remote clinical placements by providing financial and accommodation support/incentives [64].


4

1

3

Professional Development

Continuing education The Ministry of Health of Ontario (MOHLTC) should expand capacity for continuing education in all Ontario Hospital types and settings [53].


5

3

4

Education & Training

Rural practice education stream Realign curriculum to close the gaps between classroom education and the realities of rural practice. For example incorporate a dedicated rural practice focus/stream using innovative interdisciplinary approaches [66].


6

4

3

Education & Training

Clinical placements The Ministry of Health of Ontario (MOHLTC) should expand capacity for student clinical placements and tuition reimbursement programs in all Ontario hospital types and settings. Examples could include: earmarked funds; strategies in hospital corporate plans and working in collaboration with other stakeholder groups [53].


6

2

3

Education & Training

National standardized assessment for international trained therapists Develop and implement nationally standardized assessment processes to enable the integration of international graduates wishing Canadian licensure in regulated rehabilitation professionals [63].


6

3

3

Professional Development

Rural practice scholarships Consider additional means of recognizing rural practice such as formal qualifications/certification and additional scholarships ensuring greater access to professional development opportunities by existing rural practitioners [64].


7

2

5

Professional Development

Percentage payroll to professional development Dedicate a minimum percentage of payroll (i.e. 0.4%) to professional development priorities not included in the Conference Board of Canada criteria such as attending external conferences and workshops specialty and advanced education and improving access to research information and colleagues provincially nationally and internationally [44].


7

2

5

Professional Development

Competency-based education training Collaborate with other employers independent providers and other Sectors to actively support competency-based education training and professional development [67].


7

2

5

Professional Development

Rural and remote teaching and training activities Facilitate the involvement of rural and remote rehabilitation professionals in student research projects formal teaching and training and informal learning activities [64].


7

5

5

Professional Development

Clearinghouse resource centre Establish a clearinghouse and resource centre that is easily accessible 24 hours a day/7 days a week to assist rural and remote rehabilitation professionals with clinical and management issues [64].


8

6

6

Professional Development

Community-based professional development Promote community-based professional development opportunities through greater use of distance education and teleconferencing. Examples could include: journal clubs; telehealth discussion groups; and writing articles for publication in newsletters and journals [44].


O = Overall combined importance and feasibility ranking

I = Importance ranking

F = Feasibility ranking

Tran et al. BMC Health Services Research 2008 8:249   doi:10.1186/1472-6963-8-249

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