Innovating Interprofessional Continuing Professional Development: Applying the Community of Inquiry Framework to Digital Learning Platforms

Flavio Manganello; Giuseppe Aleo

doi:10.19173/irrodl.v27i1.8650

Authors

Flavio Manganello Institute for Educational Technologies, National Research Council, Genoa, Italy https://orcid.org/0000-0001-7584-939X
Giuseppe Aleo Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland https://orcid.org/0000-0002-1306-3364

DOI:

https://doi.org/10.19173/irrodl.v27i1.8650

Keywords:

professional development, distance education, healthcare professionals, collaborative learning, interprofessional continuing professional development, community of inquiry

Abstract

This study investigated how the community of inquiry (CoI) framework can inform digital platform design for interprofessional continuing professional development (ICPD) in healthcare. Using a three-stage comparative methodology, we analyzed technological tools from foundational CoI literature (stage 1), conducted a rapid review of current digital ICPD practices (stage 2), and synthesized findings through matrix-based comparison (stage 3). The analysis of 10 foundational CoI studies and 11 digital interprofessional education studies revealed four distinct adaptation patterns: (a) technological convergence in core communication tools (asynchronous forums, Learning Management System (LMS) platforms); (b) evolutionary divergence in collaborative technologies (video conferencing, real-time document sharing); (c) implementation gaps in reflective and scaffolding tools; and (d) professional context adaptations addressing healthcare-specific needs. While current ICPD practices have demonstrated strong alignment with CoI principles in communication and collaboration tools, significant gaps exist in structured reflection mechanisms, automated feedback systems, and adaptive facilitation features. Critically, systematic CoI framework application in authentic ICPD contexts with practicing professionals has remained largely unexplored, with studies predominantly focused on pre-licensure interprofessional education. Current implementations have used CoI retrospectively as an analytical framework rather than proactively for design guidance. These findings suggest selective rather than comprehensive CoI integration in professional continuing education contexts. The study provided preliminary theoretical guidance for enhancing digital ICPD through CoI-informed design while highlighting the urgent need for empirical validation with practicing healthcare professionals.

Author Biographies

Flavio Manganello, Institute for Educational Technologies, National Research Council, Genoa, Italy

Flavio Manganello (MA, PhD) is a Senior Researcher at the Institute for Educational Technology of the Italian National Research Council, where he leads and contributes to national and European projects on educational innovation. His work focuses on learning analytics, artificial intelligence in education, immersive and game-based learning, and the design of technology-enhanced learning environments, with attention to governance, evaluation and policy issues in high-risk educational contexts.
He has authored or co-authored more than 35 peer-reviewed journal articles and over 50 conference and book contributions, for a total of more than 90 publications. His recent work addresses AI-based assessment governance, learning analytics for creativity, digital inclusion in higher education and cybersecurity education supported by games.
Flavio teaches in university programs at the University of Genoa and contributes to doctoral training at Ca’ Foscari University of Venice. He collaborates with schools, higher education institutions and international partners on curriculum design and teacher professional development. He also presents at international conferences and serves as reviewer and expert evaluator in European research programmes.

Giuseppe Aleo, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland

Giuseppe Aleo (MA, PhD) is a Research Fellow with the Faculty of Nursing and Midwifery at RCSI, where he conducts research activities for the European Centre of Excellence for Research in Continuing Professional Development (UPGRADE).
He has a Master’s Degree in Foreign Languages and has taught Scientific English for over 20 years to undergraduate, postgraduate and doctoral nursing students in Italy and worked for 16 years as a Continuing Professional Development officer at a Dermatological Hospital and Research Institute in Rome, Italy.
He collaborated with the Italian Nursing Regulatory Board (FNOPI) to support the establishment of the European Council of Nursing Regulators in Brussels. Giuseppe is also acting as liaison between WHO Europe, the RCSI FNM WHO Collaborating Centre and FNOPI, to support FNOPI in the process to be designated WHO Collaborating Centre in Rome.
His PhD in Public Health (University of Genoa, Italy) involved a national multicentre survey on sun-safe behaviours, risks, and knowledge about cutaneous melanoma in the general population.
Speaker at many international conferences, co-author of a book, and of over 150 scientific publications in peer-reviewed journals.
Honorary Member of Sigma Theta Tau International since 2021.

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