Community of Inquiry framework to evaluate an online obstetric and neonatal emergency simulation workshop for health professional students in India

Abstract

Background We transitioned our obstetric neonatal emergency simulation (ONE-Sim) workshops to an online format during the COVID-19 pandemic. In this study, we evaluated key learning acquired by undergraduate medical and nursing students attending the online ONE-Sim workshops from a low- and middle-income country (LMIC). Methods Student perception of online workshops was collected using electronic questionnaires. Data was analysed using thematic analysis by employing the Community of Inquiry (CoI) framework. Results One hundred sixty medical and nursing students who attended the online ONE-Sim workshops completed the questionnaires. There was evidence in the data to support all three aspects of the CoI framework—social, cognitive and teacher presence. Conclusions The use of the CoI framework helped to describe key learning from online interprofessional simulation workshops conducted for a LMIC.

Sharing LiSQuP’s Leap: Lessons and Experiences within an Online Advancement Program in the Philippines

“…guided inquiry using videos, simulations, and images) that stimulate students' curiosity, problem solving, and critical thinking skills foster cognitive presence (Al Mamun & Lawrie, 2023). Meanwhile, teaching presence refers to the how teachers perform the function of designing, facilitating, and directing the instructional process to attain the learning outcomes (Khot, et al, 2022). Collectively, the three presences of the COI framework serve as the comprehensive lens by which to understand and shed light on the attitudes, benefits, and challenges of the participants that emerged in the present study.…”