Literature Review – Key Points

• Quality improvement education (QIE) and interprofessional learning (IPL) are from a macro-perspective very interwoven and we can perceive them as two lenses observing the same healthcare learning system.
• Medical home models are built around the concept of networked care – where all healthcare providers, patients and their families work as one well-connected team.
• In the modern digital and networked world, any form of experiential learning uses some form of networked learning.
• Historically, strong societal factors have been obstructing successful implementation of QIE and IPL. However, the world is changing – it is becoming more collaborative, networked and, ultimately quality-focused. New societal drivers are switching the balance.
• Change is a complex socio-politico-economical process. Without careful planning, and well-defined benefits, the resistance to change can be strong.
• Continuing medical education (CME) is evolving from didactic lectures focused on clinical practice, and designed for clinicians, to continuing professional development (CPD). CPD is a much broader term that covers a holistic approach to professional development of all healthcare professionals (as individuals, teams and systems).
• Continuing medical education research is heavily influenced by a quantitative, positivist research approach used in medicine and sponsored by the pharmaceutical industry. Therefore, very often it is at odds with traditions established by social science educational research.