Post-Registration IPL: Becoming a Paediatric Practitioner "Virtually"


Educational solutions for allied health professionals (AHP’s) need to stimulate problem-solving skills although AHP’s seldom have the opportunity to develop these skills in a paediatric environment prior to registration. Computer aided learning (CAL) has become an established educational option with a growing body of literature detailing positive CAL introduction within HC education across many disciplines. NHS Education for Scotland (NES) scoping exercise identified a paucity of paediatric education at a pre and post registration levels for all Allied Health Professionals (AHP’s), except speech and language therapists. The question considered was would a reusable CAL (ReTool) be a useful tool in developing interprofessional learning for AHP’s in paediatrics with potential to become a core part of induction for new and aspirant paediatric AHP’s allowing flexibility in access (location & time). A pilot was completed with a group of AHP’s (N12). ReTool was evaluated positively by users for usability (88.9% rated very easy or easy). Working with children and young people requires the ability to work as part of a multigency team and an ability to learn from one another therefore individuals were asked to comment on the IPL opportunity of the project. They rated ReTool positively in facilitating joint working and decision making for IPL (N10).

Share and Cite:

Westwater-Wood, S. , Reid, J. , Berine, P. & Pope, G. (2012). Post-Registration IPL: Becoming a Paediatric Practitioner "Virtually". Creative Education, 3, 802-806. doi: 10.4236/ce.2012.326119.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Bandolier: Evidence Based Thinking about Healthcare (2010). Mean, median, mode. URL (last checked 22 September 2010).
[2] Barr, H., Koppel, I., Reeves, S., Hammick, M., & Freeth, D. (2005) Effective inter-professional education: Argument, assumption and evidence. Oxford: Blackwell. doi:10.1002/9780470776445
[3] Daniels, H. (Ed.) (1996). An introduction to Vygotsky. London: Routledge.
[4] Department of Health (2004). The NHS Knowledge and Skills Framework (NHS KSF) and the development review process. Department of Health.
[5] Evans, D. J., & Cuffe, T. (2009) Near-peer teaching in anatomy: An approach for deeper learning. Anatomical Sciences Education, 2, 227-233.
[6] Haynes, B., & Haines, A. (1998). Barriers and bridges to evidence based clinical practice. British Medical Journal, 317, 273-276.
[7] Restas, A. (2000). Barriers to using research evidence in nursing practice. Journal of Advanced Nursing, 31, 599-606. doi:10.1046/j.1365-2648.2000.01315.x
[8] Schon, D. A. (1991). The reflective practitioner: How professionals think in action. Aldershot: Ashgate Publishing Ltd.
[9] Schreiber, J., & Stern, P. (2005). A review of the literature on evidence-based practice in physical therapy. The Internet Journal of Allied Health Sciences and Practice, 3, 1-10. URL (last checked 20 August 2012).
[10] Westwater-Wood, S., & Dennick, R. (2011). A reusable e-learning tool for paediatric physiotherapy education: A preliminary report. International Journal of Medical Education, 2, 80-86. doi:10.5116/ijme.4e5c.942c
[11] NHS Education for Scotland (2009). Allied health professionals educational scoping exercise—Initial findings.

Copyright © 2023 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.