Continuing professional development (CPD) programs for health care professionals often focus on practical clinical skills and knowledge, such as diagnosing and treating, communicating with patients, and applying new evidence in practice. However, social practices and structures, like equity, power dynamics, and organizational culture, also shape how care is delivered. Researchers at The Institute for Education Research at UHN found that intentionally incorporating these topics while balancing learners’ need for practical skills may strengthen interprofessional collaboration and support high-quality patient care.  

To better understand how content about social practices and structures is integrated into learning, the research team studied three CPD programs focused on interprofessional collaboration and quality improvement. The researchers observed more than 42 hours of educational sessions, interviewed 13 program leaders and presenters, and reviewed course materials.  

Analysis showed that topics such as systemic racism, unconscious bias, health inequities, psychological safety, stereotypes, and professional power dynamics were included across learning sessions. Interview participants felt that these topics would better engage and motivate learners if they were connected to practical aspects of care, such as improving teamwork and conflict resolution, or embedded in a quality improvement project. Participants also recognized the complexities of these topics and the importance of encouraging learners to reflect on their assumptions while creating opportunities for dialogue and discussion, rather than relying solely on traditional lecture-based teaching.  

In addition, participants identified challenges such as time limitations within a session or course, learner expectations for practical takeaways, and uncertainty about how best to facilitate discussions about complex topics, including power and systemic discrimination. 

Overall, the findings suggest that how social practices and structures are taught within CPD matters just as much as what is taught. Drawing on evidence-based approaches to education may help strengthen interprofessional collaboration and improve quality of care through CPD.  

Dr. Joanne Goldman, first and corresponding author of the study, is an Affiliate Scientist at The Institute for Education Research. At the University of Toronto, Dr. Goldman is an Assistant Professor in the Temerty Faculty of Medicine and at the Institute of Health Policy, Management and Evaluation. 

Dr. Stella Ng, co-investigator of the study, is a Scientist at The Institute for Education Research and Director at the Centre for Advancing Collaborative Healthcare & Education (CACHE) at UHN. At the University of Toronto, Dr. Ng is a Professor in the Department of Speech-Language Pathology and the Institute of Health Policy, Management, and Evaluation. She is also the Nadir and Shabin Mohamed Chair in Innovation in Team-Based Primary Care Research, a joint Hospital-University Named Chair between the University of Toronto, UHN, and UHN Foundation. 

This work was supported by the University of Toronto and UHN Foundation. 

Goldman J, Friesen F, Burra T, Baker L, Tassone M, Ng SL. Teaching About Social Practices and Structures in Continuing Professional Development: A Multiple Case Study in Quality Improvement and Interprofessional Collaboration. J Contin Educ Health Prof. 2026 Jul 15. doi: 10.1097/CEH.0000000000000661.