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Johnston S, Parker CN, French S, Mitchell J, Theobald K. What interprofessional education teaching and learning approaches are being implemented in baccalaureate health professional curricula in wound care education? A scoping review. Nurse Educ Pract 2024; 79:104080. [PMID: 39068728 DOI: 10.1016/j.nepr.2024.104080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2024] [Revised: 07/02/2024] [Accepted: 07/17/2024] [Indexed: 07/30/2024]
Abstract
AIM This scoping review aimed to explore the interprofessional curriculum content and teaching approaches specific to wound care education in baccalaureate health courses internationally. BACKGROUND Interprofessional education is defined as occurring when future health practitioners learn with, from and about each other with the goal of improving health outcomes. The management of wounds is a global public health issue with the World Health Organization recognising wound care is best managed by an interprofessional team. The preparedness of health professional graduates to engage in interprofessional education is essential to design and deliver coordinated health services that are person-centred and improve health outcomes. There is a lack of evidence however about how to prepare baccalaureate students in an interprofessional context, specifically in wound care. DESIGN A scoping review was conducted using the framework of Arksey and O'Malley and reported using the PRISMA checklist for scoping reviews. METHODS A comprehensive search of the literature was conducted in MEDLINE (via EBSCOhost), CINAHL PLUS (via EBSCOhost), Pubmed and Embase databases published between 2012 and October 2023. Reference lists of included studies were also searched. Studies which were peer reviewed, written in English with a focus on interprofessional education in wound care were included in the review. The process of reviewing titles and abstracts was conducted by two independent reviewers. Data were extracted, key characteristics mapped and a narrative analysis of findings was reported. RESULTS Three studies were included in this review. All the reviewed papers reported collaborative learning activities between different health professional groups relating to wound care, although there was no consistent approach to what wound care content was delivered or how it was delivered. Only one study reported that the delivery of content was completed by staff from multiple professional groups. Evaluation of the included studies related to either the effectiveness of the interprofessional education or wound care rather than both concepts. CONCLUSIONS Due to the limited number of studies included in this review, it was difficult to draw conclusions about the effectiveness of interprofessional approaches to wound care. It may be possible that interprofessional wound care is currently being undertaken but not formally evaluated. This itself is problematic. It is imperative to equip healthcare students with the knowledge and skills necessary to provide safe, effective interprofessional care. Evidence on the effectiveness of educational programs is urgently needed. REGISTRATION NUMBER to be included in abstract after acceptance.
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Affiliation(s)
- Sandra Johnston
- Faculty of Health, School of Nursing, Queensland University of Technology, Victoria Park Rd., Kelvin Grove, QLD 4059, Australia.
| | - Christina N Parker
- Faculty of Health, School of Nursing, Queensland University of Technology, Victoria Park Rd., Kelvin Grove, QLD 4059, Australia; Centre for Healthcare Transformation, Queensland University of Technology, Victoria Park Rd., Kelvin Grove, QLD 4059, Australia.
| | - Sally French
- Faculty of Health, School of Nursing, Queensland University of Technology, Victoria Park Rd., Kelvin Grove, QLD 4059, Australia.
| | - Jack Mitchell
- Faculty of Health, School of Nursing, Queensland University of Technology, Victoria Park Rd., Kelvin Grove, QLD 4059, Australia.
| | - Karen Theobald
- Faculty of Health, School of Nursing, Queensland University of Technology, Victoria Park Rd., Kelvin Grove, QLD 4059, Australia.
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Roitman J, Haber J, Cipollina J, Feldman L, Fletcher J, Allen K, Crotty K, Kudlowitz D, Anderson M. Evaluation of a virtual interprofessional oral-systemic health simulation experience in nursing, dentistry, medicine, and pharmacy education. J Dent Educ 2024; 88:544-553. [PMID: 38400648 DOI: 10.1002/jdd.13498] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2023] [Revised: 11/15/2023] [Accepted: 01/06/2024] [Indexed: 02/25/2024]
Abstract
PURPOSE The annual teaching oral-systemic health (TOSH) virtual clinical simulation and case study activity exposes interprofessional teams of nurse practitioner, nurse midwifery, dental, medical, and pharmacy students to a virtual clinical simulation experience that uses oral-systemic health as a clinical exemplar for promoting interprofessional core competencies. The present study examines changes in participating students' self-reported interprofessional competencies following participation in virtual TOSH from 2020 to 2022. These findings are also compared to those from in-person TOSH (2019) to examine the equivalence of student outcomes of both the in-person and virtual programs. METHODS A pre- and post-test evaluation design was used to examine the effectiveness of exposure to the TOSH program on self-reported attainment of interprofessional competencies for participating students using the interprofessional collaborative competency attainment scale. RESULTS Analysis of pre- and post-surveys demonstrated statistically significant improvement in students' self-rated interprofessional experience competencies following the virtual TOSH program, which aligns with results from the in-person cohorts. Similar findings between the in-person and virtual cohorts indicated no statistically significant difference between the two formats. CONCLUSION These findings demonstrate the success of TOSH in promoting attainment of interprofessional competencies among future health professionals. We encourage administrators and faculty who lead health professional programs to take advantage of using virtual simulations as an integral component of interprofessional oral health clinical experiences where students from different health professions learn from and about each other in assessing and treating patients across the lifespan.
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Affiliation(s)
- J Roitman
- Arnold & Marie Schwartz College of Pharmacy and Health Sciences, Long Island University, Brooklyn, New York, USA
| | - J Haber
- NYU Rory Meyers College of Nursing
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Kim DH. Distance versus face-to-face education of gross anatomy for dental hygiene students: Perceptions and academic achievements of learners. Clin Anat 2023; 36:1016-1026. [PMID: 37476934 DOI: 10.1002/ca.24097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2023] [Revised: 06/12/2023] [Accepted: 06/29/2023] [Indexed: 07/22/2023]
Abstract
The provision of distance education has increased rapidly over the past few years owing to the COVID-19 pandemic. The core of gross anatomy distance education is three-dimensional (3D) visualization of anatomical structures, and the use of simple 3D visualization tools has increased as distance education has become more popular. The purpose of this study was to establish a more effective operation plan in dental hygiene by investigating learners' opinions about distance education of gross anatomy and 3D visualization tools, and by comparing and analyzing their academic achievements. The study involved 250 students and comprised an analysis of 120 students who took a head and neck anatomy class at the Department of Dental Hygiene at D University via distance learning during 2020-2022, and 130 graduates who had completed the class via face-to-face learning during 2015-2017. An online survey of 120 of the enrolled students comprised 10 questions asking for opinions on the head and neck anatomy distance learning classes, five questions on the 3D visualization tool, and five on general characteristics. Overall, the learners had positive perceptions of distance education for head and neck anatomy and the 3D visualization tool. Among the education methods compared, they generally preferred blended learning (n = 47, 39.2%). There was a significant preference for the distance learning method of asynchronous classes (n = 86, 94.5%). Analysis of academic achievements according to whether or not distance education was conducted revealed a significantly higher score in the face-to-face class group (P < 0.05). A blended learning method can be effective in increasing learner satisfaction and improving academic achievement in gross anatomy classes on dental hygiene. It is suggested that theoretical material should be learned through asynchronous content and knowledge expanded through small-group activities during face-to-face learning. This will help establish a standard model for teaching of gross anatomy in dental hygiene in the postpandemic era.
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Affiliation(s)
- Da-Hye Kim
- Department of Dental Hygiene, College of Bio-Health Convergence, Dongseo University, Busan, South Korea
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Perry A, Andrighetti T. Evaluation of Online Distant Synchronous Interprofessional Simulations. J Perinat Neonatal Nurs 2023; 37:123-130. [PMID: 37102559 DOI: 10.1097/jpn.0000000000000728] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 04/28/2023]
Abstract
INTRODUCTION Formative interprofessional education is an accreditation standard for health professional student populations. This study examined the perception of midwifery students and obstetrics and gynecology (OB-GYN) residents participating in distance synchronous interprofessional simulation. METHODS Students participated in an interprofessional simulation in an interactive video conferencing environment. Participants were midwifery students and OB-GYN residents from unaffiliated, geographically distant educational programs. Students' feedback was collected with a survey after the simulation session. RESULTS Eighty-six percent of midwifery students strongly agreed they felt better prepared for team-based care in future practice after the simulation, whereas 59% of OB-GYN students strongly agreed. Seventy-seven percent of midwifery students strongly agreed they were more clear on the scope of practice of the other profession after the simulation, whereas 53% of OB-GYN students strongly agreed. Eighty-seven percent of midwifery students and 74% of OB-GYN residents strongly agreed the distance synchronous simulation was a positive learning experience. DISCUSSION This study demonstrated that midwifery students and OB-GYN residents valued the experience of distance synchronous interprofessional education. Most learners reported feeling better prepared for team-based care and gained a better understanding of each other's scope of practice. Distance synchronous simulations can increase midwifery students' and OB-GYN residents' access to interprofessional education.
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Affiliation(s)
- Audrey Perry
- Academic Affairs Department, Frontier Nursing University, Versailles, Kentucky
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Tokumaru S, Wong L, Young N, Boehm L, Meguro A, Teruya K, Loos JR, Peterman K, Masaki K. Interprofessional telehealth simulations for pharmacy and nursing students: Development and evaluation of an online experience. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:155-163. [PMID: 36948979 DOI: 10.1016/j.cptl.2023.02.021] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2022] [Revised: 11/03/2022] [Accepted: 02/23/2023] [Indexed: 06/06/2023]
Abstract
INTRODUCTION The authors evaluated student achievement of interprofessional education (IPE) core competencies during two formats (one hybrid and one completely online) of an IPE simulation designed for pharmacy and nursing students. METHODS This IPE simulation was designed to teach students to use distance technologies to collaborate on patient care. In 2019, pharmacy (n = 83) and nursing (n = 38) students attended the hybrid (in-person and online) IPE simulation (SIM 2019) with the use of a telepresence robot. In 2020, pharmacy (n = 78) and nursing (n = 48) students attended the simulations completely online (SIM 2020), without the use of a robot. Both sessions aimed to achieve IPE core competencies through interprofessional student collaboration sessions using telehealth distance technologies. Students completed quantitative and qualitative evaluation surveys for both simulations. During SIM 2020, faculty and students used an observation tool to directly assess student team collaboration skills. RESULTS Statistically significant improvements in self-assessment of IPE core competency scores were found in both formats of the simulation sessions. There were no statistical differences in faculty ratings with student ratings of team skills using the direct observation of team collaboration. Qualitative results indicated that students found interprofessional collaboration to be the most important lesson learned from the activity. CONCLUSIONS Both formats for the simulation achieved core competency learning objectives. IPE is an essential experience for health care education and is achievable online.
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Affiliation(s)
- Sheri Tokumaru
- The Daniel K. Inouye College of Pharmacy, University of Hawaii at Hilo, 200 West Kawili Street, Hilo, HI 96720, United States.
| | - Lorrie Wong
- Nancy Atmospera-Walch School of Nursing, University of Hawaii at Manoa, 2528 McCarthy Mall, Webster Hall, Honolulu, HI, 96822, United States.
| | - Nicole Young
- The Daniel K. Inouye College of Pharmacy, University of Hawaii at Hilo, 200 West Kawili Street, Hilo, HI 96720, United States.
| | - Laura Boehm
- Nancy Atmospera-Walch School of Nursing, University of Hawaii at Manoa, 2528 McCarthy Mall, Webster Hall, Honolulu, HI, 96822, United States.
| | - Aryn Meguro
- The Daniel K. Inouye College of Pharmacy, University of Hawaii at Hilo, 200 West Kawili Street, Hilo, HI 96720, United States.
| | - Kimm Teruya
- Nancy Atmospera-Walch School of Nursing, University of Hawaii at Manoa, 2528 McCarthy Mall, Webster Hall, Honolulu, HI, 96822, United States.
| | - Joanne R Loos
- Nancy Atmospera-Walch School of Nursing, University of Hawaii at Manoa, 2528 McCarthy Mall, Webster Hall, Honolulu, HI, 96822, United States.
| | - Kal Peterman
- Nancy Atmospera-Walch School of Nursing, University of Hawaii at Manoa, 2528 McCarthy Mall, Webster Hall, Honolulu, HI, 96822, United States.
| | - Kamal Masaki
- Department of Geriatric Medicine, John A. Burns School of Medicine, University of Hawaii at Manoa, 651 Ilalo Street, Honolulu, HI 96813, United States.
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Showstark M, Joosten-Hagye D, Wiss A, Resnik C, Embry E, Zschaebitz E, Symoniak MR, Maxwell B, Simmons A, Fieten J. Results and lessons learned from a virtual multi-institutional problem-based interprofessional learning approach: The VIPE program. J Interprof Care 2023; 37:164-167. [PMID: 35403556 DOI: 10.1080/13561820.2022.2040453] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
The importance of interprofessional collaborative practice has come into focus over the past decade as coordination and delivery of health care becomes increasingly complex. The need for students to acquire collaboration-building skills to prepare them to work effectively within diverse healthcare teams to improve patient outcomes is a goal of interprofessional education (IPE). Accrediting bodies across healthcare professions require IPE as part of a robust curriculum to build collaborative skill sets and create a practice ready workforce. To respond to this need, an online healthcare program developed an innovative model for student collaboration across professions and institutions through a virtual interprofessional education (VIPE) program. The VIPE model aims to simulate clinical practice via an asynchronous and synchronous pedagogical approach that combines PBL/CBL with psychological safety. VIPE demonstrated statistically significant gains in knowledge and positive attitudes toward interprofessional collaborative practice as a result of participation in the VIPE program. During COVID-19, the demand for high quality IPE for health professions' students in virtual settings has grown, VIPE has the potential to be a solution for this. VIPE requires a dedicated committee and technical lead. Further research could involve longitudinal studies and nonaggregate models.
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Affiliation(s)
- Mary Showstark
- Yale School of Medicine Physician Assistant Online Program, United States
| | - Dawn Joosten-Hagye
- Suzanne Dworak-Peck School of Social Work, University of Southern CaliforniaLos Angeles, CA, United States
| | - Andrew Wiss
- Milken Institute School of Public Health, The George Washington University, United States
| | - Cheryl Resnik
- Division of Biokinesiology and Physical Therapy, University of Southern California Los Angeles, SC, United States
| | - Erin Embry
- Education and Human Development, New York University Steinhardt School of Culture
| | | | - Melanie R Symoniak
- Wegmans School of Pharmacy, St. John Fisher CollegeRochester, NY, United States
| | | | - Anita Simmons
- School of Nursing, Concordia University, Ann Arbor, United States
| | - Jennifer Fieten
- School of Education, Concordia University, Ann Arbor, United States
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Successful Development and Implementation of a Large Virtual Interprofessional Education Activity Applying the Social Determinants of Health. PHARMACY 2022; 10:pharmacy10060157. [PMID: 36548313 PMCID: PMC9780877 DOI: 10.3390/pharmacy10060157] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2022] [Revised: 11/14/2022] [Accepted: 11/19/2022] [Indexed: 11/24/2022] Open
Abstract
Interprofessional education (IPE) activities provide students insight into healthcare teams, shared decision-making, and social determinants of health (SDOH). Virtual IPE activities with large student populations or across multicampus have not been evaluated. The study aimed to explore the interprofessional competency growth in students, across several disciplines, following participation in a large-scale, virtual IPE activity. Students from pharmacy, medicine, social work, and physician assistant programs across Tennessee participated in an IPE patient case and SDOH in fall 2020 and fall 2021. Pre- and postsurveys included Likert ranking of 16 statements based on the 2011 Interprofessional Education Collaborative (IPEC) framework. A total of 607 students completed surveys (overall response rate, 76%). Wilcoxon signed-rank tests were performed on the pre-/postsurvey data, in aggregate and by discipline. Significant increases in all IPEC competency statements were seen, both in aggregate (100% of statements with p < 0.001) and in pharmacy (100% of statements with p < 0.001) and medicine subgroups (94% of statements with p < 0.001). Implementing large virtual IPE activities involving a complex patient case and SDOH significantly increased student IPEC competency outcomes for participating students, whether in aggregate or on a discipline-specific basis.
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Abdelhakim HE, Brown L, Mills L, Ahmad A, Hammell J, McKechnie DGJ, Ng TWT, Lever R, Whittlesea C, Rosenthal J, Orlu M. Medical and pharmacy students' perspectives of remote synchronous interprofessional education sessions. BMC MEDICAL EDUCATION 2022; 22:611. [PMID: 35945560 PMCID: PMC9363136 DOI: 10.1186/s12909-022-03675-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/04/2022] [Accepted: 07/27/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Interprofessional education (IPE) at university level is an essential component of undergraduate healthcare curricula, as well as being a requirement of many associated regulatory bodies. In this study, the perception of pharmacy and medical students' of remote IPE was evaluated. METHODS A series of IPE sessions took place via Zoom and students' feedback was collected after each session. Both qualitative and quantitative data were collected and analysed. RESULTS 72% (23/32) of medical students strongly agreed that the sessions had helped to improve their appreciation of the role of pharmacists, whereas 37% (22/59) of pharmacy students strongly agreed, reporting a median response of 'somewhat agreeing', that their appreciation of the role of general practitioners had improved. This difference was found to be statistically significant (p = 0.0143). Amongst students who responded, 55% (53/97) identified remote teaching as their preferred mode of delivery for an IPE session. CONCLUSIONS The survey demonstrated that the students valued the development of their prescribing skills as well as the ancillary skills gained, such as communication and teamwork. Remote IPE can be a practical means of improving medical and pharmacy students' understanding of each other's professional roles, as well as improving the skills required for prescribing.
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Affiliation(s)
- Hend E Abdelhakim
- UCL School of Pharmacy, 29-39 Brunswick Square, London, WC1N 1AX, UK
| | - Louise Brown
- UCL School of Pharmacy, 29-39 Brunswick Square, London, WC1N 1AX, UK
| | - Lizzie Mills
- UCL School of Pharmacy, 29-39 Brunswick Square, London, WC1N 1AX, UK
| | - Anika Ahmad
- UCL School of Pharmacy, 29-39 Brunswick Square, London, WC1N 1AX, UK
| | - James Hammell
- UCL School of Pharmacy, 29-39 Brunswick Square, London, WC1N 1AX, UK
| | - Douglas G J McKechnie
- UCL Research Department of Primary Care & Population Health, Royal Free Campus, Rowland Hill Street, London, NW3 2PF, UK
| | - Tin Wai Terry Ng
- UCL School of Pharmacy, 29-39 Brunswick Square, London, WC1N 1AX, UK
| | - Rebecca Lever
- UCL School of Pharmacy, 29-39 Brunswick Square, London, WC1N 1AX, UK
| | - Cate Whittlesea
- UCL School of Pharmacy, 29-39 Brunswick Square, London, WC1N 1AX, UK
| | - Joe Rosenthal
- UCL Research Department of Primary Care & Population Health, Royal Free Campus, Rowland Hill Street, London, NW3 2PF, UK
| | - Mine Orlu
- UCL School of Pharmacy, 29-39 Brunswick Square, London, WC1N 1AX, UK.
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McInerney J, Seedhouse D, Pettit M, Roberts S, Druva R, Lewicki S. Interdisciplinary interprofessional education using an online learning environment called values exchange: A qualitative investigation. J Med Radiat Sci 2022; 69:309-317. [PMID: 35475599 PMCID: PMC9442323 DOI: 10.1002/jmrs.584] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2021] [Revised: 03/19/2022] [Accepted: 03/30/2022] [Indexed: 12/02/2022] Open
Abstract
Introduction Interprofessional education (IPE) is implemented throughout the curricula of student healthcare professions as it is understood to provide positive impact on patient outcomes in the clinical environment. There are different methods to provide IPE such as through online learning or traditional face‐to‐face methods. However, there is a lack of research surrounding the use of Online Learning Environments (OLEs) to teach IPE. Methods In a pilot study, seventy‐one undergraduate radiography students and twenty Master of Pharmacy students engaged in an ethical scenario using the OLE, Values Exchange (Vx). Following the activity, students were invited to complete an open‐ended response question. Fourteen students responded and these data were used for qualitative analysis. Results A thematic analysis of the students' open‐ended responses found the emergence of three major themes, namely; understanding the roles of other healthcare professionals, developing self‐reflection skills and, preparing for the clinical environment. Students suggested that additional time allocated for undertaking the study would benefit their engagement in the activity. Students would benefit from added engagement in the Vx task in both the short and long term for IPE. Conclusion Students are receptive in utilising contemporary approaches such as OLEs in furthering their IPE. Positive interpretations and suggestions by both radiography and pharmacy students in this study demonstrate how Vx as an OLE teaching tool can be used effectively. OLEs can overcome barriers that exist in face‐to‐face education experiences. OLEs should be considered for greater use within academic curricula of healthcare professions, but only if they have been evaluated for effectiveness.
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Affiliation(s)
- John McInerney
- Department of Medical Imaging and Radiation Sciences, Monash University, Melbourne, Australia.,Radiology Department, Royal Melbourne Hospital, Melbourne, Australia
| | - David Seedhouse
- University of Derby, Derby, UK.,University of Western Sydney, Penrith, Australia
| | - Michael Pettit
- Department of Pharmacy, University of Sussex, Sussex, UK
| | - Simone Roberts
- Department of Medical Imaging and Radiation Sciences, Monash University, Melbourne, Australia
| | - Ruth Druva
- Department of Medical Imaging and Radiation Sciences, Monash University, Melbourne, Australia
| | - Sabrina Lewicki
- Department of Medical Imaging and Radiation Sciences, Monash University, Melbourne, Australia
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Xu Y, Chen C, Feng D, Luo Z. A Survey of College Students on the Preference for Online Teaching Videos of Variable Durations in Online Flipped Classroom. Front Public Health 2022; 10:838106. [PMID: 35356026 PMCID: PMC8959582 DOI: 10.3389/fpubh.2022.838106] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2021] [Accepted: 02/04/2022] [Indexed: 11/13/2022] Open
Abstract
In the spring semester of 2020, online flipped classroom was used to replace offline face-to-face teaching of the physiology course at Xiangya School of Medicine. In order to analyze the preferences and utilization of different teaching resources by students, registered questionnaire was applied to investigate the preference divergence of the students on the duration of different teaching videos used in the online flipped classroom model. One hundred forty-seven students of clinical medicine in grade 2018 of Xiangya School of Medicine were selected as the research objects. Three formal surveys were conducted in total. The results showed that there were significant divergences in preference of students for different durations in the first two surveys. 56.43 and 50.00% of the students preferred 15 min mini-video, whereas 43.57 and 50.00% preferred 45 min complete video. Meanwhile, students showed a significant preference for mini-video in active learning before class, with 65.00 and 59.29% watched only mini-video, 17.14 and 25.71% watched only complete videos, and 17.86 and 15.00% watched both mini and complete videos. Although most students preferred to watch mini-video in active learning before class, there was a significant proportion of students who watched complete video before class. The results suggested that the individualization of student in the online flipped classroom is prominent. Multiple logistic regression analysis showed that the selection of videos with different durations at different time points (before, in and after class) was significantly associated with the characteristics of the videos themselves. Therefore, the construction of online teaching resources and the application of teaching methods should consider the requirements of different student groups and provide a variety of online curriculum resources.
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Affiliation(s)
- Yangting Xu
- Five-Year Program of Anesthesiology, Xiangya School of Medicine, Central South University, Changsha, China
| | - Chen Chen
- School of Biomedical Science, University of Queensland, St. Lucia, Brisbane, QLD, Australia
| | - Dandan Feng
- Department of Physiology, Xiangya School of Medicine, Central South University, Changsha, China
| | - Ziqiang Luo
- Department of Physiology, Xiangya School of Medicine, Central South University, Changsha, China
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Zaug P, Gros CI, Wagner D, Pilavyan E, Meyer F, Offner D, Strub M. Development of an innovative educational escape game to promote teamwork in dentistry. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:116-122. [PMID: 33561894 DOI: 10.1111/eje.12678] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/12/2020] [Revised: 01/04/2021] [Accepted: 01/30/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Escape games have proven to be an innovative pedagogical tool that allows students to use the professional skills they acquired. The appeal of the game lies in the stimulation of the players' minds and in the diversity of the puzzles. PURPOSE/OBJECTIVES To evaluate the effectiveness of an educational tool aimed at cultivating team spirit and group cohesion in dentistry students through a fun collaborative activity that mobilises their knowledge and skills. MATERIALS AND METHOD Twenty-four students participated to the escape game over a one-day period. In order to win, they had to solve dentistry-related puzzles. RESULTS Feedback was strongly positive. The balance between manipulations and theoretical questions stimulated them. Students did favour this type of activity which allows to increase interactions between students as well as with the teaching team. CONCLUSION Escape games in dental schools foster a supportive learning environment and stimulated students' motivation and group cohesion.
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Affiliation(s)
| | - Catherine-Isabelle Gros
- Department of Radiology, University Hospitals of Strasbourg, Strasbourg, France
- University of Strasbourg, Strasbourg, France
| | - Delphine Wagner
- University of Strasbourg, Strasbourg, France
- Department of Orthodontics, University Hospitals of Strasbourg, Strasbourg, France
| | - Elise Pilavyan
- Liberal Practice, Strasbourg, France
- Department of Prosthesis, University Hospitals of Strasbourg, Strasbourg, France
| | - Florent Meyer
- University of Strasbourg, Strasbourg, France
- Department of Endodontics, University Hospitals of Strasbourg, Strasbourg, France
| | - Damien Offner
- University of Strasbourg, Strasbourg, France
- Department of Public Health, University Hospitals of Strasbourg, Strasbourg, France
| | - Marion Strub
- University of Strasbourg, Strasbourg, France
- Department of Paediatric Dentistry, University Hospitals of Strasbourg, Strasbourg, France
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Avery MD, Mathiason M, Andrighetti T, Autry AM, Cammarano D, Dau KQ, Hoffman S, Krause SA, Montgomery O, Perry A, Sankey HZ, Woodland MB, Jennings JC. Improved Self-Assessed Collaboration Through Interprofessional Education: Midwifery Students and Obstetrics and Gynecology Residents Learning Together. J Midwifery Womens Health 2022; 67:598-607. [PMID: 35841336 PMCID: PMC9796593 DOI: 10.1111/jmwh.13394] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Revised: 06/01/2022] [Accepted: 06/16/2022] [Indexed: 01/02/2023]
Abstract
INTRODUCTION Research suggests that interprofessional education, bringing learners together to learn about, with, and from each other, improves health professions education and can improve health outcomes. Little research has measured outcomes of interprofessional education between midwifery students and obstetrics and gynecology residents. The purpose of this study was to examine self-assessed interprofessional and collaborative competencies among midwifery students and obstetrics and gynecology residents. METHODS Baseline self-assessed interprofessional and collaborative competencies were compared with follow-up measurements to evaluate learners' experiences over an 11-month study period. Participants were midwifery students and obstetrics and gynecology residents who experienced interprofessional learning activities. The Interprofessional Education Collaborative Competency Self-Assessment Survey (IPEC Survey) and Interprofessional Collaborative Competency Attainment Survey (ICCAS) were used. RESULTS Of 256 learners at 4 demonstration sites, 223 (87%) completed the baseline, and 121 of 237 eligible learners (51%) completed the follow-up surveys. The IPEC Survey total score (t = 2.31, P = .02) and interaction subscale (t = 2.85, P = .005) and ICCAS score (t = 4.04, P = .001) increased for midwifery students but not obstetrics and gynecology residents on the IPEC Survey (t = 0.32, P = .75) and ICCAS (t = -0.05, P = .96) measures. Midwifery students (87%) and residents (57%) reported improved overall ability to collaborate. Learners responding to 3 open-ended questions valued team-based experiences, including learning how to communicate with each other; appreciated learning each other's education and scope of practice; and recommended skills development including uncommon clinical events, case discussions, and direct clinical care. DISCUSSION This study advanced knowledge about interprofessional education between midwifery students and obstetrics and gynecology residents. Midwifery students improved in self-assessed interprofessional and collaborative competencies. Most learners reported better interprofessional collaboration skills and were positive about future interprofessional learning. This evaluation approach is available for other programs implementing or extending interprofessional education.
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Affiliation(s)
| | | | - Tia Andrighetti
- Department of Midwifery and Women's HealthFrontier Nursing UniversityHydenKentucky
| | - Amy M. Autry
- Department of Obstetrics, Gynecology and Reproductive SciencesUniversity of California San Francisco School of MedicineSan FranciscoCalifornia
| | - Dominic Cammarano
- Reading Department of Obstetrics and GynecologyReading Hospital/Tower HealthReadingPennsylvania
| | - Kim Q. Dau
- Department of Family Health Care NursingUniversity of California San Francisco School of NursingSan FranciscoCalifornia
| | - Samantha Hoffman
- Department of Obstetrics, Gynecology and Women's HealthUniversity of Minnesota School of MedicineMinneapolisMinnesota
| | - Susan Agard Krause
- Department of Obstetrics and GynecologyUniversity of Massachusetts‐BaystateSpringfieldMassachusetts
| | - Owen Montgomery
- Department of Obstetrics and GynecologySidney Kimmel College of MedicineThomas Jefferson UniversityPhiladelphiaPennsylvania
| | - Audrey Perry
- Department of Midwifery and Women's HealthFrontier Nursing UniversityHydenKentucky
| | - Heather Z. Sankey
- Department of Obstetrics and GynecologyUniversity of Massachusetts‐BaystateSpringfieldMassachusetts
| | - Mark B. Woodland
- Reading Department of Obstetrics and GynecologyReading Hospital/Tower HealthReadingPennsylvania,Department of Obstetrics and GynecologyDrexel University College of MedicinePhiladelphiaPennsylvania
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Hoffman JL, Argeros G. Effects of a Virtual Educational Intervention to Teach Interprofessional Collaboration to Community Health Nursing Students. J Community Health Nurs 2021; 38:209-220. [PMID: 34787043 DOI: 10.1080/07370016.2021.1972245] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
PURPOSE To evaluate the effectiveness of a virtual interprofessional collaboration in public health educational intervention. DESIGN Mixed-methods study. METHODS Sample (N =171) consisted of community health nursing students, who completed an assessment after watching six videos, illustrating how various disciplines collaborate in a public health department. FINDINGS Participants felt their interprofessional awareness, understanding, and collaboration intention increased; clarified discipline misconceptions, and application/utilization plans for this knowledge in practice were revealed. CONCLUSIONS Interprofessional collaboration in public health educational intervention was effective in increasing participants' interprofessional awareness, understanding, and intent to collaborate. CLINICAL EVIDENCE Educational intervention is a strategy to improve students' knowledge of interprofessional collaboration in public health.
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Affiliation(s)
- Jenni L Hoffman
- Associate Professor of Nursing, Eastern Michigan University, College of Health and Human Services, School of Nursing, Ypsilanti, MI, USA
| | - Grigoris Argeros
- Associate Professor of Sociology, Eastern Michigan University, College of Arts and Sciences, Department of Sociology, Anthropology, and Criminology, Ypsilanti, MI, USA
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Sarialioglu Gungor A, Sesen Uslu Y, Donmez N. Perceptions of dental students towards online education during the COVID-19 pandemic. Eur Oral Res 2021; 55:124-132. [PMID: 34746783 PMCID: PMC8547755 DOI: 10.26650/eor.2021869185] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2021] [Revised: 03/07/2021] [Accepted: 03/24/2021] [Indexed: 11/20/2022] Open
Abstract
Purpose This study evaluated the usage habits, attitudes, and perceptions of undergraduate dental students toward distance (online) learning and identified variables related to those attitudes. Materials and methods The study included 1,605 undergraduate dental students who participated voluntarily. The data collection tool consisted of a distance learning attitude scale, a questionnaire on personal information, and open-ended questions. The perceptions of dental students to distance education according to the year and type of dental school they attended were evaluated. Results Most students expressed that distance learning in dental courses was not as effective as traditional face-to-face education (59.1%, n=949). While students studying at state universities had a more negative view of distance education, the satisfaction scores of the first-year students were found to be significantly lower than the other students (p<0.05). Conclusion Dental students were generally unhappy with the interruption of traditional education caused by COVID-19 and having to continue their education online. However, under the circumstances, they saw it as an advantage allowing them to continue their education and avoid a complete suspension.
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Affiliation(s)
- Ayca Sarialioglu Gungor
- Department of Restorative Dentistry, Faculty of Dentistry, Bezmialem Vakif University, Istanbul,Turkey
| | - Yesim Sesen Uslu
- Department of Restorative Dentistry, Faculty of Dentistry, Istanbul Okan University, IstanbulTurkey
| | - Nazmiye Donmez
- Department of Restorative Dentistry, Faculty of Dentistry, Bezmialem Vakif University, Istanbul,Turkey
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Olsen AA, Lupton-Smith CP, Rodgers PT, McLaughlin JE. Characterizing Research About Interprofessional Education Within Pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8541. [PMID: 34615627 PMCID: PMC8500280 DOI: 10.5688/ajpe8541] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/08/2021] [Accepted: 03/08/2021] [Indexed: 06/13/2023]
Abstract
Objective. To determine how interprofessional education (IPE) in pharmacy has been studied, namely which disciplines have engaged in IPE research initiatives, the research methodologies that have been used, and what journals have published in this area.Findings. In the 145 IPE studies included in the review, the authors represented 13 different disciplines (3.2±1.5 disciplines per study). Pharmacy authors most commonly published with co-authors from nursing, medicine, and health management and support and most frequently served as first author or last author. The IPE activities involved 4.0 student disciplines (SD = 1.9) and 211.8 students (SD = 280.1), and most commonly included nursing (n = 104, 71.7%), medicine (n = 102, 70.3%), and health management and support students (n = 50, 34.5%). Most studies did not include an author from each student discipline involved in the IPE (n = 88, 60.7%). Further, a majority of studies used nonrandomized groupings (n = 103, 71.0%) with quantitative data (n = 74, 51.0%) and most were published in an interprofessional journal (n = 65, 44.8%) or pharmacy-specific journal (n = 45, 31.0%).Summary. Pharmacists have increased their engagement in IPE research as demonstrated by the number of articles published and authorship order position. However, mismatches between student disciplines and author disciplines on published papers elucidate opportunities to foster collaborations that position students for success within a collaborative healthcare environment.
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Affiliation(s)
- Amanda A Olsen
- University of Texas-Arlington, College of Education, Arlington, Texas
| | - Carly P Lupton-Smith
- Johns Hopkins University, Bloomberg School of Public Health, Baltimore, Maryland
| | - Philip T Rodgers
- University of North Carolina, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Interprofessional care of people with multiple chronic conditions: An open-access resource for nursing educators. Nurse Educ Pract 2021; 51:102990. [PMID: 33621925 DOI: 10.1016/j.nepr.2021.102990] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2020] [Revised: 01/26/2021] [Accepted: 02/04/2021] [Indexed: 11/23/2022]
Abstract
Nurses, nurse practitioners, and other healthcare professionals must be prepared to care for the growing population of patients with multiple chronic conditions, to promote patient engagement, patient self-management, and for interprofessional collaboration. Interprofessional Care of Individuals with Multiple Chronic Conditions is an open-access eLearning course designed to prepare students with these skills. The course features multimedia presentations, interactive exercises, and an immersive "day in the life of a patient-centered medical home" in which learners make decisions, receive feedback, and experience consequences in the context of real-world video scenarios. Three hundred thirty-four nurse practitioner students participated in the educational program. To evaluate the program, we conducted a paired-samples t-test to compare scores on pre and posttest evaluation surveys. There was a significant difference in the scores for applying the Chronic Care Model t (df) = 15.99; p < 0.001, coaching for self-management t (df) = 11.04; p < 0.001 and interprofessional collaboration t (df) = 3.86; p < 0.00. The majority of students were satisfied or very satisfied with the modules. Students found the immersive video scenarios to be the best feature of the course. The course is available to assist students in gaining the ability to care for patients with chronic illnesses within interprofessional practice settings.
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Erickson M, Wattiaux MA. Practices and perceptions at the COVID‐19 transition in undergraduate animal science courses. NATURAL SCIENCES EDUCATION 2021; 50:e20039. [PMCID: PMC7995129 DOI: 10.1002/nse2.20039] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/14/2020] [Accepted: 01/05/2021] [Indexed: 06/01/2023]
Abstract
The swift transition to remote learning in response to the COVID‐19 pandemic presented substantial challenges for both students and instructors in post‐secondary natural sciences education. To examine teaching practices and student engagement during the emergency remote learning in the Spring 2020 semester, we surveyed 10 instructors and 261 students in an animal and dairy sciences department at a large midwestern university. Instructors reported using a diversity of teaching practices. On average, students perceived high teaching presence and cognitive presence and moderate social presence during emergency remote learning. Student‐reported educational experience differed substantially between courses and explained a significant amount of variance in student engagement and satisfaction outcomes (p < .001). Open‐ended responses revealed beliefs and attributions about remote learning that shaped students’ interpretations of educational experiences. Results support the validity of the Community of Inquiry (CoI) framework for assessing emergency remote learning and suggest future research on modulators of social presence.
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Affiliation(s)
- MaryGrace Erickson
- Dep. of Animal and Dairy SciencesUniv. of Wisconsin266 Animal Sciences Building, 1675 Observatory Dr.MadisonWI53706‐1205USA
| | - Michel A. Wattiaux
- Dep. of Animal and Dairy SciencesUniv. of Wisconsin266 Animal Sciences Building, 1675 Observatory Dr.MadisonWI53706‐1205USA
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Gatterer K, Gumpenberger M, Overbye M, Streicher B, Schobersberger W, Blank C. An evaluation of prevention initiatives by 53 national anti-doping organizations: Achievements and limitations. JOURNAL OF SPORT AND HEALTH SCIENCE 2020; 9:228-239. [PMID: 32444147 PMCID: PMC7242214 DOI: 10.1016/j.jshs.2019.12.002] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/16/2019] [Revised: 09/24/2019] [Accepted: 11/19/2019] [Indexed: 06/04/2023]
Abstract
BACKGROUND One main purpose of the World Anti-Doping Agency was to harmonize anti-doping efforts, including the provision of anti-doping education. A multifaceted approach to doping prevention can play a key role in preventing intentional and unintentional doping. This article aimed to systematically record and evaluate doping prevention approaches in the form of information and education activities of national anti-doping organizations (NADOs) and assess the extent to which a multifaceted doping prevention approach has been realized. METHODS Data on anti-doping information and education activities of 53 NADOs were collected via a survey and an online search of the NADOs' websites. Prevention activities were classified into knowledge focused, affective focused, social skills, life skills, and ethic- and value- based. The implementation of the prevention activities was assessed by 4 independent raters using a modified visual analogue scale. RESULTS In total, 59% of the NADOs (n = 38) returned the survey and 70% (n = 45) had information available online. The data were combined for the visual analogue scale assessment. Overall, 58% of the NADOs (n = 37) reported offering activities including elements of all 5 approaches. Results of the raters' assessments indicated that the knowledge-focused approach was best implemented; the implementation of the other 4 approaches was largely unsatisfactory. The most common barriers to implementing doping prevention programs reported by the NADOs were lack of resources (n = 26) and difficulties in collaborating with sports organizations (n = 8). CONCLUSION Results show a discrepancy between NADOs' self-report data and the implementation assessment. Even though the NADOs indicated otherwise, most of their education-based approaches did not address aspects of the visual analogue scale (e.g., resisting peer pressure) and only a few programs were ongoing. Possible explanations might be found in the reported barriers (e.g., financial). Concrete guidelines defining multifaceted, values-based education, and best practice examples should be developed to indicate how to include all 5 approaches in prevention.
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Affiliation(s)
- Katharina Gatterer
- Institute of Sports Medicine, Alpine Medicine & Health Tourism, Private University for Health Sciences, Medical Informatics and Technology, Hall in Tirol, Tyrol 6060, Austria
| | - Matthias Gumpenberger
- Institute of Sports Medicine, Alpine Medicine & Health Tourism, Private University for Health Sciences, Medical Informatics and Technology, Hall in Tirol, Tyrol 6060, Austria
| | - Marie Overbye
- Faculty of Health Sciences and Sport, University of Stirling, Stirling FK94LA, UK
| | - Bernhard Streicher
- Institute of Psychology, Private University for Health Sciences, Medical Informatics and Technology, Hall in Tirol, Tyrol 6060, Austria
| | - Wolfgang Schobersberger
- Institute of Sports Medicine, Alpine Medicine & Health Tourism, Private University for Health Sciences, Medical Informatics and Technology, Hall in Tirol, Tyrol 6060, Austria; Tirol Clinics (Tirol-Kliniken), Innsbruck, Tyrol 6020, Austria
| | - Cornelia Blank
- Institute of Sports Medicine, Alpine Medicine & Health Tourism, Private University for Health Sciences, Medical Informatics and Technology, Hall in Tirol, Tyrol 6060, Austria.
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Bin Mubayrik HF. Exploring Adult Learners' Viewpoints and Motivation Regarding Distance Learning in Medical Education. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2020; 11:139-146. [PMID: 32110134 PMCID: PMC7036663 DOI: 10.2147/amep.s231651] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/19/2019] [Accepted: 01/22/2020] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Literature in education and training supports the notion that distance learning (DL) is the most effective mode of learning for health care workers to improve the quality of patient care. However, implementing DL requires pre-assessing learners' perspectives and attitudes for providing better delivery, essential support, and facilities. This study aimed to identify the viewpoints and attitudes of dental graduates toward DL in medical education and their point views of the effectiveness and efficacy of DL tools. METHODS A structured, self-administered questionnaire was distributed to registered adult graduates working in government- or private hospitals in a permanent position or for a long term (3 months or more). Data were collected and analyzed. RESULTS Two-thirds (67.9%) of the participants had previously attended a DL course. The highest ranked items on the participants' views on DL were ease of access, ability to take the course from any location, and be taught from anywhere in the world. Their perception of DL was analyzed in relation to gender and previous exposure to DL. CONCLUSION This investigation revealed a positive attitude among graduates on the effectiveness of DL. Most respondents appreciated DL's convenience in terms of time flexibility and online attendance. Residents' attitudes toward DL and DL characteristics are major factors to consider when instituting or planning for DL. Continuous medical education through DL will continue to generate considerable interest as an international movement.
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Affiliation(s)
- Haifa Fahad Bin Mubayrik
- Department of Educational Policies,College of Education, King Saud University, Riyadh, Saudi Arabia
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Großer J, Kimmerle J, Shiozawa T, Hirt B, Bientzle M. Observing Inter-Professional Videos: Impact of Collaboration Between Physicians and Psychologists on Attitude and Knowledge Acquisition. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2020; 7:2382120520957648. [PMID: 33062896 PMCID: PMC7536483 DOI: 10.1177/2382120520957648] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2020] [Accepted: 08/18/2020] [Indexed: 05/08/2023]
Abstract
BACKGROUND Inter-professional collaboration (IPC) is an important prerequisite for successful patient care. Even though inter-professional education (IPE) is increasingly common in undergraduate medical education, few IPE approaches explicitly address the IPC among medical students and students of psychology. IPE videos can be used to give learners the opportunity to gather relevant knowledge from different professional perspectives. So far it has been unclear whether it is enough when the topic of the video itself is inter-professional or if it is necessary for experts from different professions explicitly to appear in the video. METHODS In an online experiment, medical students watched 1 of 2 videos about Parkinson's disease (PD) and the care of PD patients. The information was either provided by protagonists from only 1 profession (ie, physicians; mono-professional condition) or provided by protagonists from 2 different professions (ie, physicians and a psychologist; inter-professional condition). Attitude toward inter-professional interaction and learning, evaluation of the entertaining and illustrative character of the video, attitude toward physicians and psychologists, importance of IPC, evaluation of psychological treatment support, and knowledge acquisition served as dependent variables. RESULTS The analysis was based on 140 participants (74 in the mono-, 66 in the inter-professional condition). We found that the inter-professional video was perceived to be more entertaining than the mono-professional video (t (138) = -2.227; P = .028; d = 0.38). The inter-professional video was also considered to be more illustrative (t (138) = -6.269; P < .001; d = 1.06). Moreover, participants improved their attitude toward physicians by watching the video (F (1,138) = 4.860, P < .001, η 2 p = 0.11), but they did not change their attitude toward psychologists (P = .146). Participants who watched the inter-professional video considered IPC to be more important than participants who watched the mono-professional video (t (138) = -7.954; P < .001; d = 1.354). Finally, the inter-professional video led to better performance in the knowledge test (t (138) = -2.285; P = .024; d = 0.04). CONCLUSION Inter-professional videos showing explicitly the appearance of experts from different professions come along with several advantages. We discuss the implications of their application in educational practice. TRIAL REGISTRATION The study was pre-registered on the pre-registration platform AsPredicted (aspredicted.org) before we began data collection (registration number: #33143). The pre-registration document can be accessed via the following link: https://aspredicted.org/blind.php?x=gd5hd8.
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Affiliation(s)
- Johannes Großer
- Knowledge Construction Lab, Leibniz-Institut für Wissensmedien, Tuebingen, Germany
| | - Joachim Kimmerle
- Knowledge Construction Lab, Leibniz-Institut für Wissensmedien, Tuebingen, Germany
- Department of Psychology, University of Tuebingen, Tuebingen, Germany
| | - Thomas Shiozawa
- Institute of Clinical Anatomy and Cell Analysis, Eberhard Karls University of Tuebingen, Tuebingen, Germany
| | - Bernhard Hirt
- Institute of Clinical Anatomy and Cell Analysis, Eberhard Karls University of Tuebingen, Tuebingen, Germany
| | - Martina Bientzle
- Knowledge Construction Lab, Leibniz-Institut für Wissensmedien, Tuebingen, Germany
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Packard K, Iverson L, Ryan-Haddad A, Teply R, Wize A, Qi Y. A Synchronous Interprofessional Patient Safety Simulation Integrating Distance Health Professions Students. J Nurs Educ 2019; 58:577-582. [DOI: 10.3928/01484834-20190923-04] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2018] [Accepted: 06/24/2019] [Indexed: 11/20/2022]
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Lasker GA, Mellor KE, Simcox NJ. Green chemistry & chemical stewardship certificate program: a novel, interdisciplinary approach to green chemistry and environmental health education. GREEN CHEMISTRY LETTERS AND REVIEWS 2019; 12:178-186. [PMID: 33014124 PMCID: PMC7529328 DOI: 10.1080/17518253.2019.1609601] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/23/2018] [Accepted: 03/01/2019] [Indexed: 06/11/2023]
Abstract
The Green Chemistry & Chemical Stewardship Certificate Program was designed using the Community of Inquiry (COI) model as a framework for developing curriculum that engages students across the entire program to meet interdisciplinary, professional development program outcomes. The COI framework allows faculty and course developers to develop courses that consider cognitive, social, and teaching presence as equal components of successful learning experiences. In this program, students focus on systems thinking around green chemistry, business, environmental health, chemical alternative assessment tools, and social and environmental justice. They complete a capstone project that identifies a particular environmental or human health issue associated with a chemical and suggest suitable substitutions that are less harmful but equally effective. This paper describes the program's curriculum, partnerships, delivery modalities, and student feedback as a framework developing professional development opportunities that offer a rich interdisciplinary experience for learners.
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Affiliation(s)
- Grace A. Lasker
- School of Nursing and Health Studies, University of Washington Bothell, Bothell, USA
| | | | - Nancy J. Simcox
- Department of Environmental and Occupational Health Science, University of Washington, Seattle, USA
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Moote R, Claiborne M, Galloway A. Interprofessional education telephone simulation for campus-based pharmacy students and distance-learning family nurse practitioner students. CURRENTS IN PHARMACY TEACHING & LEARNING 2019; 11:264-269. [PMID: 30904148 DOI: 10.1016/j.cptl.2018.12.008] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/25/2018] [Revised: 10/04/2018] [Accepted: 12/05/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND Interprofessional education (IPE) is an essential component of healthcare professions' curriculum but is often difficult to provide due to scheduling issues, cost, different learning formats, and lack of access to other health care professions. To meet the school of pharmacy's need to have IPE with prescribers and the school of nursing's need to provide IPE to distance-learning students, a telephone-based IPE activity was created. The goals of the simulation activity were to provide students a forum to practice communication skills, work to maintain a climate of mutual respect, and forge interdependent relationships with another profession. INTERPROFESSIONAL ACTIVITY Each student in a team completed a survey rating the other professional students and qualitative data was collected. Individual care plans were evaluated for appropriateness of therapy, monitoring, and follow-up recommendations. Achievement of the effective communication outcome was evaluated through student survey data, qualitative comments, and concordance of care plans among team members. Concordance was determined based on whether the team was in complete agreement. DISCUSSION Qualitative data revealed the goals of mutual respect and interdependent relationships between professions were achieved. The majority of students agreed that effective communication was achieved; however, discordance of the patient care plans between team members suggested ineffective communication. IMPLICATIONS The simulation activity met IPE accreditation needs of both pharmacy and nursing profession in a creative method to address barriers of location, cost, scheduling, and lack of access to other healthcare professions.
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Affiliation(s)
- Rebecca Moote
- The University of Texas at Austin College of Pharmacy, UT Health San Antonio, Pharmacotherapy Education & Research Center, 7703 Floyd Curl Drive - MC 6220, San Antonio, TX 78229-3900, United States.
| | - Michele Claiborne
- Regis University, School of Pharmacy, 3333 Regis Blvd, H-28, Denver, CO 80221, United States.
| | - Ann Galloway
- Montana State University, College of Nursing, 111 Anna Pearl Sherrick Hall, Bozeman, MT 59717-3560, United States.
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Cannistraci P, Kehm B, Pieper BB, Speerschneider K, Farber SL, Storandt BC. Difficult to Doable: Interprofessional Collaborative Practice in Distance Education. J Nurs Educ 2018; 57:225-228. [DOI: 10.3928/01484834-20180322-06] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2017] [Accepted: 11/13/2017] [Indexed: 11/20/2022]
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