Brian Simmons
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Previous Organizations / Institutes
The organizations / institutes from the scholar's other articles in the past ten years
Brian Simmons has a total of 18 co-authors. Here are the top co-authors by number of shared publications:
Martina Esdaile
Sunnybrook Health Science Centre, Toronto, Canada
2 shared publicationsSusan J. Wagner
University of Toronto
2 shared publicationsSusan Wagner
2 shared publicationsAzi Moaveni
1 shared publication- Debbie Kwan
University Health Network, Department of Pharmacy, Toronto, Ontario, Canada
1 shared publication - Denyse Richardson
Professor and Department Head, Department of Physical Medicine and Rehabilitation, Queen’s University, Kingston, ON; Clinician Educator, Royal College of Physicians and Surgeons of Canada, Ottawa, ON
1 shared publication
Latest Publications
- 20 April 2016
- Published by Springer Nature
- p. 237-252
Assessment of Interprofessional Education: Key Issues, Ideas, Challenges, and Opportunities
- 20 April 2016
- Published by Springer Nature
- p. 237-252
Assessment of Interprofessional Education: Key Issues, Ideas, Challenges, and Opportunities
- 23 December 2010
- Published by Taylor & Francis in Journal of Interprofessional Care
- Vol. 25 (2) , 156-157
Evaluating the effectiveness of an interprofessional education faculty development course: The transfer of interprofessional learning to the academic and clinical practice setting
(2011). Evaluating the effectiveness of an interprofessional education faculty development course: The transfer of interprofessional learning to the academic and clinical practice setting. Journal of Interprofessional Care: Vol. 25, No. 2, pp. 156-157. doi: 10.3109/13561820.2010.515044
- 23 December 2010
- Published by Taylor & Francis in Journal of Interprofessional Care
- Vol. 25 (2) , 156-157
Evaluating the effectiveness of an interprofessional education faculty development course: The transfer of interprofessional learning to the academic and clinical practice setting
(2011). Evaluating the effectiveness of an interprofessional education faculty development course: The transfer of interprofessional learning to the academic and clinical practice setting. Journal of Interprofessional Care: Vol. 25, No. 2, pp. 156-157. doi: 10.3109/13561820.2010.515044
- 20 July 2010
- Published by Taylor & Francis in Journal of Interprofessional Care
- Vol. 25 (1) , 73-74
Assessment of interprofessional learning: the design of an interprofessional objective structured clinical examination (iOSCE) approach
(2011). Assessment of interprofessional learning: the design of an interprofessional objective structured clinical examination (iOSCE) approach. Journal of Interprofessional Care: Vol. 25, No. 1, pp. 73-74. doi: 10.3109/13561820.2010.483746
- 20 July 2010
- Published by Taylor & Francis in Journal of Interprofessional Care
- Vol. 25 (1) , 73-74
Assessment of interprofessional learning: the design of an interprofessional objective structured clinical examination (iOSCE) approach
(2011). Assessment of interprofessional learning: the design of an interprofessional objective structured clinical examination (iOSCE) approach. Journal of Interprofessional Care: Vol. 25, No. 1, pp. 73-74. doi: 10.3109/13561820.2010.483746
- 1 January 2009
- Published by Wolters Kluwer Health in Journal of Continuing Education in the Health Professions
- Vol. 29 (3) , 168-171
Assessment of continuing interprofessional education: Lessons learned
Al workplace. The accountability of interprofessional teams has been driven by quality assurance and patient safety, though sound assessment of these activities has not yet been achieved. The barriers to team assessment in CIPE appear related to access and resources. Simulated team training and assessment are expensive, and because of staffing shortages, learning in clinical practice is often the only way forward, but is obviously not ideal. Despite these difficulties, the principles of assessment should be adhered to in any CIPE program. This article explores key issues related to the assessment of CIPE. It reflects on processes of designing and introducing an IPE activity into an existing university curriculum and focuses on determining the purpose of the assessment and the use of collaborative competencies to help determine assessment. The article also discusses the use of an assessment blueprint to ensure that learners are exposed to the relevant collaborative competencies. In addition, the article discusses the use of multiple assessment methods and the potential of simulation in the assessment of CIPE. Email: Brian.Simmons@sunnybrook.ca Office of Interprofessional Education, 750 Dundas Street West, Suite 302, Toronto, Ontario, M5S 1B2, Canada Copyright © 2015 Wiley Periodicals, Inc., A Wiley Company...
- 1 January 2009
- Published by Wolters Kluwer Health in Journal of Continuing Education in the Health Professions
- Vol. 29 (3) , 168-171
Assessment of continuing interprofessional education: Lessons learned
Al workplace. The accountability of interprofessional teams has been driven by quality assurance and patient safety, though sound assessment of these activities has not yet been achieved. The barriers to team assessment in CIPE appear related to access and resources. Simulated team training and assessment are expensive, and because of staffing shortages, learning in clinical practice is often the only way forward, but is obviously not ideal. Despite these difficulties, the principles of assessment should be adhered to in any CIPE program. This article explores key issues related to the assessment of CIPE. It reflects on processes of designing and introducing an IPE activity into an existing university curriculum and focuses on determining the purpose of the assessment and the use of collaborative competencies to help determine assessment. The article also discusses the use of an assessment blueprint to ensure that learners are exposed to the relevant collaborative competencies. In addition, the article discusses the use of multiple assessment methods and the potential of simulation in the assessment of CIPE. Email: Brian.Simmons@sunnybrook.ca Office of Interprofessional Education, 750 Dundas Street West, Suite 302, Toronto, Ontario, M5S 1B2, Canada Copyright © 2015 Wiley Periodicals, Inc., A Wiley Company...