CLE – Collaborative Learning Education



The Collaborative Learning Environment for Health Professionals (CLE) is focused on competencies to support interprofessional delivery of health services. For purposes of the CLE project, interprofessional competencies are defined as:

  • communication
  • conflict resolution
  • role clarity
  • team functioning
  • patient/family-centredness;
  • collaborative leadership

A project team was assembled with policy, pedagogical and evaluation expertise as well as clinical and administrative experience. The team reviewed literature related to interprofessional competencies for health professionals. It interacted with professional associations and regulatory colleges in the three provinces where CLE sites were created. This interaction took the form of letters and presentations which introduced the CLE initiative.

The team reviewed the principles, standards and criteria developed by the Accreditation for Interprofessional Health Education group in 2008. (Click here to view the pdf).

The team designed a self-assessment questionnaire through which providers identified their skills in communication and negotiation as well as their working relationship(s) with colleagues. The questionnaire was used at the CLE sites in NS, Miramichi, and VON NB. The results were used to design learning interventions.

The staff at all four CLE project sites completed a self-assessment of their interprofessional competencies. The staff then participated in learning modules aimed to address gaps in interprofessional competencies.

Multiple teaching approaches were used.  These ranged from face-to-face workshops, on-line seminars, case vignette videos, simulations, role-playing, presentations, observation, group and one-on-one meetings.

Existing programs were identified. TheMOREOB / AMPROOB Program created by the Society of Obstetricians and Gynecologists of Canada was implemented the NS site. The Civility, Respect, and Engagement at Work (CREW) Program was offered at the NL and NS sites.

CLE project staff developed learning modules for conflict management, environmental scanning, managing stress, and  negotiation skills,  and working together effectively.

Additionally, CLE project staff worked with participants at the sites in NS and NL to review administrative and clinical organizational policies in order to identify barriers and enablers of interprofessional collaboration and, in NS, introduced a case review process that combined clinical learning and development of competencies and relationships to support interprofessional practice.