The good enough facilitator: exploring online interprofessional therapeutic facilitation in times of COVID-19

Comparing quantitative outcomes of synchronous online versus in-person interprofessional symposium

Healthcare and educational practices changed due to COVID-19. Interprofessional education (IPE) events during the pandemic were canceled or presented through online platforms. Fortunately, IPE using online platforms had been growing during the decade prior to the pandemic. However, few publications document quantitative outcomes of online IPE, and most report qualitative outcomes of student reactions. The purpose of this study was to determine if student outcomes from an online IPE symposium were similar to the positive outcomes from prior in-person IPE symposia. A Community of Inquiry (CoI) model within a synchronous Zoom platform was developed with intentional design supporting cognitive, instructional, and social presence; interprofessional socialisation; and collaboration. Utilising a standardised instrument, student attitudes about healthcare teams were assessed comparing pretest and posttest. Students who participated in the online IPE displayed similar improvements in attitudes towards interprofessional teams at posttest. Hence, this study supports the use of a brief, synchronous, online IPE symposium.

An exploration of perceptions of online asynchronous and synchronous interprofessional education facilitation strategies

Interprofessional education (IPE) has increasingly been delivered online using synchronous and asynchronous mediums; however, little research focuses on facilitation strategies in the synchronous environment. We explored whether the perceived strategies used by facilitators in online synchronous IPE facilitation are similar to those used in face-to-face and online asynchronous IPE facilitation, and if the strategies are used to a similar degree online in both synchronous and asynchronous environments. Following completion of an online IPE course, students and facilitators were invited to complete an anonymous questionnaire exploring their perceptions of the facilitation strategies used in their synchronous and asynchronous IPE experiences. Responses were received from 118 students and 21 facilitators. Descriptive statistics indicate that students and facilitators perceived facilitation strategies are being used in online synchronous settings that have previously been recognized in asynchronous and face-to-face IPE settings. This included strategies linked to communicating about the design/organization of the experience, providing direct instruction, facilitating and encouraging interprofessional interaction, and contextualizing IPE. Wilcoxon Signed-Rank tests demonstrated a perception that these strategies were being used to a greater extent in the synchronous than asynchronous environment. This knowledge is useful to further refine the training of online IPE facilitators in both synchronous and asynchronous settings.

Rapid upskilling about COVID-19 vaccines: an evaluation of a novel interprofessional education workshop

BACKGROUND

An inter-professional education (IPE) workshop centred around newly approved COVID-19 vaccination was attended by 77 nursing and pharmacy students.

AIM

To embed and evaluate the implementation of a virtual IPE workshop, and to upskill undergraduate nursing and pharmacy students about the COVID-19 vaccination.

METHODS

The workshop was evaluated using a questionnaire completed by participants from both disciplines. A focus group was conducted with the IPE facilitators.

RESULTS

77 students out of a potential 400 attended the workshop (19% attendance). Of the 77 participants, 44 (23 nursing, 21 pharmacy) completed the questionnaire (57%), rating the content highly. There was overall positivity toward working interprofessionally, and there was no evidence of significant differences between how the two groups of students rated the workshop. Qualitative findings from students and facilitators corroborated the supposition that the workshop would enhance professional development. Thus, the workshop was successful in facilitating interprofessional interactions, with students all working collaboratively toward the same goal, the ultimate purpose of IPE. It was agreed that such an event should be included as part of the student curricula.

CONCLUSION

Implementing an IPE event that includes real-time healthcare priorities can contribute to optimising students' healthcare education. More high-quality longitudinal research is needed to understand the impact of such sessions on students' competence and confidence.

Psychological safety of remotely facilitated simulation compared with in-person-facilitated simulation: an <i>in situ</i> experimental controlled trial

The COVID-19 pandemic motivated simulation educators to attempt various forms of distance simulation in order to maintain physical distancing and to rapidly deliver training and ensure systems preparedness. However, the perceived psychological safety in distance simulation remains largely unknown. A psychologically unsafe environment can negatively impact team dynamics and learning outcomes; therefore, it merits careful consideration with the adoption of any new learning modality.

Between October 2020 and April 2021, 11 rural and remote hospitals in Alberta, Canada, were enrolled by convenience sampling in in-person-facilitated simulation (IPFS) (n = 82 participants) or remotely facilitated simulation (RFS) (n = 66 participants). Each interprofessional team was invited to attend two COVID-19-protected intubation simulation sessions. An

There was no statistically significant difference between RFS and IPFS total scores on the

Psychological safety can be established and maintained with RFS. Furthermore, in this study, RFS was shown to be comparable to IPFS in improving psychological safety among rural and remote interdisciplinary teams, providing simulation educators another modality for reaching any site or team.

Keeping it going: the importance of delivering interprofessional education during the COVID-19 pandemic

BACKGROUND AND CONTEXT Globally, the coronavirus disease 2019 (COVID-19) pandemic has highlighted the need for better interprofessional collaboration and teamwork. When disciplines have worked together to undertake testing, deliver care and administer vaccines, progress against COVID-19 has been made. Yet, teamwork has often not happened, wasting precious resources and stretching health-care workforces. Continuing to train health professionals during the pandemic is challenging, particularly delivering interprofessional education that often uses face-to-face delivery methods to optimise interactional learning. Yet, continuing to offer interprofessional education throughout the pandemic is critical to ensure a collaboration-ready health workforce. One example is continuing the established INVOLVE (Interprofessional Visits to Learn Interprofessional Values through Patient Experience) interprofessional education initiative. ASSESSMENT OF PROBLEM Educators have not always prioritised interprofessional education during the pandemic, despite its immediate and long-term benefits. The INVOLVE interprofessional education initiative, usually delivered face-to-face, was at risk of cancellation. RESULTS A quality improvement analysis of the strategies used to continue INVOLVE demonstrated that it is possible to deliver interprofessional education within the constraints of a pandemic by using innovative online and hybrid educational strategies. Educators and students demonstrated flexibility in responding to the sudden changes in teaching and learning modalities. STRATEGIES When pandemic alert levels change, interprofessional educators and administrators can now choose from a repertoire of teaching approaches. LESSONS Four key lessons have improved the performance and resilience of INVOLVE: hold the vision to continue interprofessional education; be nimble; use technology appropriately; and there will be silver linings and unexpected benefits to the changes.