An asynchronous, interprofessional teams and teamwork experience for the first-exposure learner

Anderson, Olivia S.; Hisamatsu, Rina; Dubin, Leslie; Mergos, Joshua; Vordenberg, Sarah E.

doi:10.1016/j.xjep.2018.11.006

Cited by 4 publications

(4 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Even though students' attitudes about IPE were relatively positive before participating in the online course, which is similar to earlier studies (Al-Qahtani, 2016;Gunaldo et al, 2020;Townsend et al, 2017), our online course improved students' attitudes significantly across all three IPE subdomains. This result is consistent with other published studies, where students show increased positive attitudes towards IPE after participating in an online course (Anderson et al, 2019;Heuberger & Clark, 2019;Smith et al, 2019;White et al, 2019). In considering the specific subdomains of SPICE-R2, improvement of students' attitudes toward Teamwork was less than Roles and Outcomes after the online course.…”

Section: Discussionsupporting

confidence: 91%

“…In contrast, online IPE experiences can be offered to a large number of students, and can be delivered with synchronous and/or asynchronous components. IPE activities have also been successfully implemented in online formats, including case studies, journal clubs, and simulation experiences that promote learner collaboration, self-reflection, and critical thinking (Anderson et al, 2019;Cropp et al, 2018;Friedman et al, 2019). Like in-person offerings, online IPE experiences also are generally evaluated positively by learners while producing the expected results in learning outcomes (Heuberger & Clark, 2019;Singer et al, 2018;White et al, 2019).…”

Section: Implications For Interprofessional Practicementioning

confidence: 99%

See 1 more Smart Citation

Changes in Student Attitudes toward Interprofessional Education after Online and In-Person Introductory Learning Activities

Gross¹,

Phanudulkitti²,

Bavireddy³

et al. 2022

Health, Interprofessional Practice and Education

Self Cite

View full text Add to dashboard Cite

INTRODUCTIONAlthough introductory interprofessional education (IPE) experiences offered in a variety of formats can be beneficial to students, there is little research evaluating students' attitudes throughout a sequence of introductory IPE activities. Further, the impact of academic level, gender and race on student attitudes about IPE is not known, particularly when students from a diverse range of health profession programs participate together in introductory IPE experiences.METHODS A sequenced, two-part introductory IPE experience comprising a 90 minute online module followed by a 2-hour faceto-face event was delivered to health science students on three campuses at a large Midwestern university. Student attitudes about IPE based on SPICE-R2 scores were compared before and after the online module and after the in-person event. Paired t-tests were used to determine differences between time points, and linear regression was used to estimate the effects of academic level, gender and race. RESULTSThe online course had a significant, positive impact on all students' attitudes about IPE with the greatest changes for the Roles subdomain. Improvements in student attitudes about IPE following the online course were retained after the in-person event. Student responses differed between academic levels and genders, but not race. CONCLUSIONThe initial, online component of the sequenced introductory IPE experience was more impactful on student attitudes about IPE than the subsequent in-person component. Student responses differed between academic levels and genders, suggesting that these factors should be considered when designing introductory IPE experiences for a broad range of participants.

show abstract

Section: Discussionsupporting

confidence: 91%

Section: Implications For Interprofessional Practicementioning

confidence: 99%

Changes in Student Attitudes toward Interprofessional Education after Online and In-Person Introductory Learning Activities

Gross¹,

Phanudulkitti²,

Bavireddy³

et al. 2022

Health, Interprofessional Practice and Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…This result is consistent with other published studies, where students show increased positive attitudes towards IPE after a synchronous online course. 6,17,18 In considering the subdomains of SPICE-R2, student pharmacists' attitudes about Team showed the least improvement compared to Roles and Outcomes. This finding is likely because the content of the online module was focused on the why and what of IPE and interprofessional care as well as the 6word activity, which aligned with the Roles and Outcomes subdomains of SPICE-R2.…”

Section: Discussionmentioning

confidence: 99%

Student Pharmacists’ Attitude Changes Toward Interprofessional Education Following an Introductory Interprofessional Course

Phanudulkitti

Eze

Farris

2023

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Interprofessional education (IPE) has the potential to enhance collaboration among healthcare professionals in providing best patient care. Several IPE studies reported findings about multiple disciplines, but there is scant information focusing on IPE in student pharmacists. The objectives were to (1) measure changes in student pharmacists' attitudes toward introductory interprofessional education using SPICE-R2, and (2) obtain a comprehensive understanding of attitude changes by integrating quantitative and qualitative results. Methods: A convergent mixed methods design was used and involved quantitative data about the attitudes measured by the SPICE-R2 survey and qualitative open-ended questions about students' opinions. Participants completed the survey three times, before and after completing an online course and after participating in an in-person event.Results: Of 89 student pharmacists that participated in this study, 55 and 27 students provided complete responses for the online course and the event, respectively. Paired t-tests showed significant improvements in students' attitudes after completing the online course for the three SPICE-R2 subdomains and the qualitative data was confirmatory. After participating in the event, students' attitudes were not significantly changed. The meta-inferences were expansive in four areas including Team Building, Professional Communication, Learning from the group case study, and Healthcare Challenges. Conclusion:The online course was an effective learning activity for improving student pharmacists' attitudes toward IPE. The event was a viable learning activity to maintain or increase the students' attitudes towards inter-professional Roles and Teamwork. The mixed methods findings provided 'value added' with a more comprehensive understanding of attitude change.

show abstract

“…The LIFE program went beyond the typical IPE experiences that gravitate toward clinically-focused cases or simulated experiences with the intent to treat the patient (Anderson, Hisamatsu et al, 2019) and rather was intended to foster students’ ability to deeply reflect on real-life factors, such as transportation, family support, personal morals, etc. that might influence a person’s ability to seek treatment, receive care, and manage their health conditions by engaging with patients and their families.…”

Section: Population Health Implications Of Life Participationmentioning

confidence: 99%

Longitudinal Interprofessional Family-Based Experience (LIFE): An Authentic Experiential Interprofessional Education Learning Framework

Mattison

Smith

Balzer

et al. 2021

Pedagogy in Health Promotion

Self Cite

View full text Add to dashboard Cite

The Longitudinal Interprofessional Family-Based Experience (LIFE) was developed to address the need for longitudinal, experiential IPE opportunities that bring students together with real patient-family units with an intentional plan for multiple qualitative and quantitative evaluation measures. LIFE engaged 48 early learners from eight health science schools at a large midwestern university in ongoing team skill-based interactions coupled with real patient experiential learning over 11 weeks. Student teams were introduced and encouraged to apply the socio-ecological model (SEM) and social determinants of health (SDH) while collaboratively exploring the impact of the patient-family’s interface with the healthcare system and community during two consecutive patient-family interviews. A creative collaboration with the health system’s Office of Patient Experience, provided eight patients who had experienced chronic illness and treatment in the healthcare system, who engaged with the learners as both teachers as well as evaluators in this experience. LIFE is a framework model that has applicability and adaptability for designing, implementing, and sustaining experiential IPE. Initial summary data regarding outcomes for students are presented as well as considerations to increase accessible and sustainable authentic IPE experiences through untapped patient and community collaborations.

show abstract

An asynchronous, interprofessional teams and teamwork experience for the first-exposure learner

Cited by 4 publications

References 8 publications

Changes in Student Attitudes toward Interprofessional Education after Online and In-Person Introductory Learning Activities

Changes in Student Attitudes toward Interprofessional Education after Online and In-Person Introductory Learning Activities

Student Pharmacists’ Attitude Changes Toward Interprofessional Education Following an Introductory Interprofessional Course

Longitudinal Interprofessional Family-Based Experience (LIFE): An Authentic Experiential Interprofessional Education Learning Framework

Contact Info

Product

Resources

About