A Literature Review on the Foundations and Potentials of Digital Teaching Scenarios for Interprofessional Health Care Education

Enhancing collaborative learning in health management education: an investigation of Padlet-mediated interventions and the influence of flexible thinking

This study had three primary goals. First, it aimed to craft an intervention program centered around collaborative learning enabled by Padlet. Second, it aimed to gauge the perceptions of health management students regarding this intervention and how it affected their collaborative learning experiences. Additionally, the third objective of the study aimed to investigate how students' flexible thinking within the learning process might shape their perceptions of the advantages derived from this instructional activity within the domain of online collaborative learning. Data for the analysis were gathered from 100 Israeli undergraduate students by two measurements: Flexible thinking in learning and Student perceptions of collaborative learning via Padlet. The intervention program included several stages. First, the students discussed the pedagogic objective of using Padlet. In the second stage, the students were presented with ill-structured problems related to the course content. Each group had to choose one problem and analyze it from three perspectives discussed in the course-healthcare provider, patient, and organization. Next, the students presented and explained their solutions employing the shared knowledge base. The final work was presented in different formats using various technologies. The PLS-SEM analysis has corroborated our hypothesis that students' flexible thinking might positively contribute to their perception of Padlet utilization. According to the empirical model, in general, students who perceived themselves as more flexible were found more receptive to utilizing the proposed technological tool (Padlet) and hence tended to appreciate its function as a collaborative learning platform enabler. This study mainly underscores the important role flexible thinking plays in motivating managers and medical professionals to embrace innovative technologies or methods for teamwork, that could enable them to weigh arguments, seek alternative solutions to authentic problems, and adjust their approaches effectively and collaboratively as new challenges emerge.

Online collaborative Padlet-mediated learning in health management studies

Introduction

The Padlet interactive platform constitutes a virtual online board on which users can post various types of multimedia content, such as documents, questions, comments, images, video clips, and audio clips. This platform has gained popularity in higher education yet remains ancillary in the fields of medical education and medical management.

Methods

This case study sought to initially design an intervention program that employs online collaborative learning enabled by Padlet and to assess how Health Management students perceived the activity and its ramifications for their learning. 85 students’ reflective journals were content analyzed.

Results

five main categories stood out: (1) user experience of the platform; (2) visuality and visibility of the platform; (3) collaborative learning and OCL; (4) active online learning and student engagement; and (5) cognitive flexibility.

Discussion

This study emphasizes the importance of incorporating digital tools in education, particularly the use of the Padlet platform to facilitate collaborative learning and improve the quality of teaching and learning. It demonstrates that Padlet-mediated online collaborative learning can be an effective digital learning tool because of its ease of use and ability to accommodate both pedagogical and technological challenges.

Student-led interprofessional global health course: learning impacts during a global crisis

BACKGROUND

This study assesses the impact of the Interprofessional Global Health Course (IPGHC) on students' fundamental global health knowledge and personal viewpoints on global health domains. It explores the evolution of students' understanding of global health specifically in relation to the COVID-19 pandemic.

METHODS

Ninety-nine students were selected from 123 McGill student applicants based on their motivation and commitment to take part in IPGHC's ten-week 2020 curriculum. These IPGHC students were eligible to participate in the study. The study's design is sequential explanatory mixed methods. The cross-sectional survey (quantitative phase) appraises students' global health learning outcomes using pre- and post-course surveys, with the use of 5-point Likert-scale questions. The descriptive qualitative survey (qualitative phase) further explores the impact of IPGHC on student's understanding of global health and the reflections of students on the COVID-19 pandemic after IPGHC. The post-course survey included a course evaluation for quality improvement purposes.

RESULTS

Of the 99 students, 81 students across multiple undergraduate and graduate disciplines participated in the study by completing the course surveys. Mean knowledge scores of the following 11 global health topics were increased between pre- and post-course survey: Canadian Indigenous health (P < 0.001), global burden of disease (P < 0.001), global surgery (P < 0.001), infectious diseases and neglected tropical diseases (P < 0.001), refugee and immigrant health (P < 0.001), research and development of drugs (P < 0.001), role of politics and policies in global health (P = 0.02), role of technology in global health (P < 0.001), sexual violence (P < 0.001), systemic racism in healthcare (P = 0.03), and trauma in the global health context (P < 0.001). A positive change in student viewpoints was observed in response to questions regarding their perception of the importance of global health education in their own professional health care programs (P < 0.001), and their understanding of the roles and responsibilities of other healthcare professionals (P < 0.001). In the post-course survey open-ended questions, students exemplified their knowledge gained during the course to create a more informed definition of global health. Several recurring themes were identified in the student reflections on the COVID-19 pandemic, notably policy and politics, followed by access to healthcare and resources.

CONCLUSION

This study emphasizes the need for interprofessional global health education at the university level and demonstrates how rapidly global health learners can apply their knowledge to evolving contexts like the COVID-19 pandemic.

Effects of a Computer-Based Community Health Nursing Virtual Reality Simulation on Postlicensure Nursing Students

BACKGROUND

Virtual reality simulation in postlicensure nursing education, including community health, is an emerging instructional approach, and more research is needed on its effectiveness. The goal of this study was to evaluate the effectiveness of an innovative, computer-based community health nursing virtual reality simulation among postlicensure nursing students.

METHOD

This mixed methods study consisted of 67 postlicensure community health nursing students who completed a pretest, computer-based virtual reality simulation, and a posttest and evaluation.

RESULTS

The majority of participant scores increased from pretest to posttest, and most participants agreed that the computer-based virtual reality simulation was effective; new knowledge and skills learned, the material that was found to be most helpful, and benefits to nursing practice were identified.

CONCLUSION

This community health nursing computer-based virtual reality simulation was effective at increasing participants' knowledge and confidence with learning. [J Contin Educ Nurs. 2023;54(3):109-116.].

Digital technology and its effects on knowledge improvement for diabetes management: An integrative review

AIM

To evaluate the effectiveness of educational digital technology in improving patients' and health professionals' knowledge about diabetes management.

BACKGROUND

The use of digital technologies has been expanding in recent years in several areas of healthcare and education.

DESIGN

Integrative literature review.

DATA SOURCES

The following databases were searched: PubMed, Lilacs, BDENF, Web of Science and SciELO (1 January 2016 and 31 December 2020).

REVIEW METHODS

Titles and abstracts were screened and selected by independent reviewers based on eligibility criteria. A consensus was drawn on which articles should be included. Data were extracted using an instrument created by the authors, and the synthesis of knowledge was made by compiling the results in a table and identifying thematic axes.

RESULTS

Seventy-one articles were retrieved, and after the final analysis, a total of 11 were included. Most studies have pointed out benefits from the use of digital technologies in diabetes education, with two thematic categories emerging: 'Digital technologies in the education of patients with diabetes' and 'Digital technologies in continuing professional education in diabetes'.

CONCLUSION

The use of digital technologies is beneficial and effective both for continuing professional education and educating patients about diabetes management.

Training Scientific Communication Skills on Medical Imaging within the Virtual World Second Life: Perception of Biomedical Engineering Students

Second Life is a multi-user virtual world platform which enables online learning through immersive activities. This study evaluates the perception of third-year biomedical engineering students about learning activities complementary to a biomedical imaging course carried out within Second Life and focused on training in the public presentation of scientific content to their peers. Between 2015 and 2017, students gave oral presentations on medical imaging topics selected from the proposals of their classmates. Participants were invited to complete an evaluation questionnaire. In the three years of the study, 133 students enrolled in the course (48, 46, and 39 consecutively), and 97 of them delivered the questionnaire (48%, 83%, and 92%, consecutively). Attendance at the sessions ranged between 88% and 44%. The students positively value the experiences, especially the teacher, the educational content, and the virtual island environment, with mean scores greater than or equal to 8.4, 7.7, and 7.7, respectively, on a 1-10-point scale. Overall, they valued Second Life as an attractive and suitable environment for their training in science communication skills, in which they gain self-confidence and are less afraid of speaking in public. Second Life enables students to present scientific content effectively to their peers, receiving hands-on training in the tasks of collecting, organizing, and presenting data, with the benefits of remote access, collaborative work, and social interaction.

Digitale Hochschullehre im ersten COVID-19-Semester. Ergebnisse einer Befragung von Lehrenden in Public Health, Medizin und Pflege

Hintergrund

Die COVID-19(„coronavirus disease 2019“)-Pandemie hat die Ad-hoc-Digitalisierung an Hochschulen vorangetrieben. Zugleich stand die digitale Hochschullehre vor der Herausforderung der Ausgestaltung der Lehre im Zusammenhang mit den vorbestehenden Ressourcen, der digitalen und didaktischen Kompetenzen sowie der zur Verfügung stehenden technischen Infrastruktur.

Ziel der Arbeit/Fragestellung

Das Ziel der Umfrage war die Einschätzung der digitalen Lehre, die die Präsenzlehre infolge der COVID-19-Pandemie zum großen Teil bzw. gänzlich ersetzt hat, aus der Perspektive der Lehrenden in Public Health, Medizin und Pflege.

Material und Methode

Die Querschnitterhebung fand online von Juni bis August 2020 statt und die Daten wurden über www.soscisurvey.de erhoben. Die schriftliche Befragung wurde unter Mitgliedern der Deutschen Gesellschaft für Public Health (DGPH) und des Ausschusses Digitalisierung der Gesellschaft für medizinische Ausbildung (GMA) und der Sektionen Bildung und Beratung der Deutschen Gesellschaft für Pflegewissenschaft (DGP) sowie der Arbeitsgruppe Lehre der Deutschen Gesellschaft für Medizinische Soziologie (DGMS) durchgeführt (n = 100).

Ergebnisse

Bei der Nutzung der digitalen Technologien in den Veranstaltungen rangieren auf der obersten Stelle Präsentationstools, gefolgt von Lernmanagementsystemen, Videoangeboten sowie digitalen Texten. Die Teilnehmenden geben hinsichtlich der Nutzung unterschiedliche (Konferenz‑)Tools an. Das Erstellen von Lehrvideos bejahen 53 % der Befragten, Abstimmungstools) werden bis > 50 % als unbekannt genannt. Als Herausforderungen werden digitale Infrastruktur der Hochschulen, fehlende didaktische Beratung/Unterstützung sowie rechtliche Fragen (Nutzungsrechte, Datenschutz) angegeben.

Schlussfolgerung

Neue Technologie werden vorwiegend für Wissenserwerb, Wissensvermittlung genutzt, selten zur Aktivierung von Studierenden und zur Gestaltung kollaborativer Lehr- und Lernarrangements sowie Neugestaltung von Lernaufgaben und Lernprozessen (individualisiertes Lernen). Welche der aktuell erprobten digitalen Lehr- und Lernformate zukünftig in der Hochschullehre zunehmend eingesetzt werden, hängt von vielen Faktoren ab, u. a. von digitaler Kompetenz sowie der Bereitschaft der Lehrenden und Lernenden die digitale Lernkultur mitzugestalten.

Zusatzmaterial online

Zusätzliche Informationen sind in der Online-Version dieses Artikels (10.1007/s11553-022-00937-1) enthalten.

Effects of a Virtual Educational Intervention to Teach Interprofessional Collaboration to Community Health Nursing Students

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.

Observing Interprofessional Collaboration: Impact on Attitude and Knowledge Acquisition

Interprofessional collaboration (IPC) in the medical field is an important factor for good clinical outcomes and should be taught as early as in undergraduate medical education. Since implementing IPC training is an organizational challenge, students are often limited in their opportunities to experience real-life IPC. Therefore, an approach where students observe successful IPC activities of role models in an applied anatomical format was proposed. It was studied whether observing IPC activities in undergraduate anatomical education has an impact on both students' attitude toward IPC and on knowledge acquisition. Further, it was examined whether the attitudes and knowledge of students from different medical disciplines were influenced in different ways. Therefore, 75 medical students and thirty-eight physiotherapy students participated in a study with the task of observing a live broadcast of an interprofessional teaching session. Participants were asked about their attitudes toward interprofessional learning, their evaluation of professional responsibilities, and their profession-specific knowledge before and after observing the IPC session. The participants' attitude toward interprofessional learning improved for both groups of students. Moreover, students of physiotherapy adjusted their evaluation of their own and others' professional responsibilities after observing IPC. In both student groups, knowledge increased, in particular, with respect to the field of knowledge in other professions. So, observing IPC can modify students' attitudes and support knowledge acquisition. The implementation of IPC observations provides students from various healthcare disciplines with a clearer impression of professionals' responsibilities and gives learners the opportunity to acquire knowledge from healthcare fields unfamiliar to them.

Interprofessional care of people with multiple chronic conditions: An open-access resource for nursing educators

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.

Production and digital discussion of video presentations by students - a project report

In the summer semester 2020, the module "People in different stages of life" in the Bachelor program "Interprofessional Health Care, B.Sc." had to be adapted to online teaching. The module exam, originally planned as an oral presentation, was presented by the students in interprofessional tandems as a video presentation using case studies. Based on cognitive and social constructivism, all students reflected on these video presentations using the "Think-Pair-Share" method. Similar to regular inverted classroom methods, knowledge transfer through the video presentations was asynchronous and cognitively constructive; accompanying discussion questions of the respective speakers were answered in writing by the fellow students (Think). The students met independently online in small groups on a regular basis to discuss the respective presentations and questions based on personal and professional experiences (Pair; socially constructed). In open online debriefings with the lecturers, the speakers and all interested students, relevant aspects were taken up and discussed again (Share). First experiences showed that the students enjoyed the production of the video presentations and that many of them voluntarily participated in the discussion rounds, in which aspects of health care beyond the presentations were discussed. Considering the experiences made, continuing online teaching in this format may be worthwhile for both lecturers and students.

Observing Inter-Professional Videos: Impact of Collaboration Between Physicians and Psychologists on Attitude and Knowledge Acquisition

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.