Computer-mediated interdisciplinary teams: theory and reality

Vroman, Kerryellen; Kovacich, Joann

doi:10.1080/13561820220124175

Cited by 38 publications

(26 citation statements)

References 19 publications

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“…18 Participatory and collaborative models of instructional design were used to create IPE material. These are effective means of engaging a dispersed team in collaborative program design and learning.…”

Section: From Context To Contentmentioning

confidence: 99%

Online interprofessional health sciences education: From theory to practice

Luke

Solomon

Baptiste

et al. 2009

Journal of Continuing Education in the Health Professions

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Online learning (e-learning) has a nascent but established history. Its application to interprofessional education (IPE), however, is relatively new. Over the past 2 decades the Internet has been used increasingly to mediate education. We have come past the point of "should we use the Internet for education" to "how should we use the Internet for education." Research has begun on the optimal development of online learning environments to support IPE. Developing online IPE should follow best practices in e-learning generally, though there are some special considerations for acknowledging the interprofessional context and clinical environments that online IPE is designed to support. The design, development, and deployment of effective online IPE must therefore pay special attention to the particular constraints of the health care worker educational matrix, both pre- and postlicensure. In this article we outline the design of online, interprofessional health sciences education. Our work has involved 4 educational and 4 clinical service institutions. We establish the context in which we situate our development activities that created learning modules designed to support IPE and its transfer into new interprofessional health care practices. We illustrate some best practices for the design of effective online IPE, and show how this design can create effective learning for IPE. Challenges exist regarding the full implementation of interprofessional clinical practice that are beginning to be met by coordinated efforts of multiple health care education silos.

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Section: From Context To Contentmentioning

confidence: 99%

Online interprofessional health sciences education: From theory to practice

Luke

Solomon

Baptiste

et al. 2009

Journal of Continuing Education in the Health Professions

View full text Add to dashboard Cite

show abstract

“…Due to the lack of a face-to-face element in communication, these attributions which were detrimental to the student learning experience could potentially be magnified in a text-based learning environment [13] . In this regard the discursive aspect should have been the focus of these studies.…”

Section: Number and Characteristics Of Research Studiesmentioning

confidence: 99%

“…Indeed, it has been identified that the stereotyping of professional identities and specialised disciplinary knowledge between professionals could potentially be magnified in a text-based learning environment [13] . Yet the impetus for text-based online-learning to fulfill the interprofessional learning agenda within healthcare education in higher learning has continued to be intense, particularly in nursing programmes.…”

Section: Introductionmentioning

confidence: 99%

Researching student perspectives on interprofessional online learning via asynchronous text-based conferencing in healthcare education: A literature review

Loke

2012

JNEP

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Background: There is an increasing important role for asynchronous text-based computer mediated conferencing as a pedagogic tool in interprofessional learning for nurses in higher education. Available research studies on asynchronous text-based interprofessional learning at post-registration level based on either users' perspectives or the conference communication provided useful information on students' learning experience. This paper first discusses the theoretical assumptions of asynchronous text-based interprofessional learning. The purpose is to highlight the way student online learning experience might be created. Based on this knowledge, the paper goes on to describe and discuss the research methodologies and methods, with less emphasis on the kind of results that have been obtained in the field of study about asynchronous text-based interprofessional online learning within nursing education at post-registration level. Methods:The literature search focuses on papers which investigate student perspectives on the experience on effectiveness of asynchronous text-based interprofessional online learning. Criteria for inclusion were papers about the use of computer mediated conferencing at post-registration level for interprofessional online learning by nurses and healthcare professionals allied to health. Results:Reviewing the body of research about student perspectives on post-registration students' experience with interprofessional online learning revealed that asynchronous text-based conferencing at post-registration healthcare programmes which involved nurses had received insufficient research attention in nurse, health and social education research literature. Only seven papers were available for review. In addition, the research methods and approaches employed have not been consistent with the pedagogic principles and ideas associated with principles of collaborative learning through communication based on constructivism. Conclusion:Research studies to inform strategies for asynchronous text-based interprofessional online learning in postregistration nurse education might be limiting. There is a need for more research, especially those which commensurate with the constructivist approach in learning. Certainly, research using discourse analysis which focuses on the discursive aspect and communication needs to be conducted to evaluate asynchronous text-based interprofessional online learning.

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“…sermo.com/), PharmQD (http://www.pharmqd.com/), NurseTogether (http://www.nursetogether.com/), and Facebook professional groups) and create virtual rural healthcare teams. 12 Health professions members are exploring social networking as a tool for fostering communities of practice, and as a mechanism for communicating with patients and providing public health outreach to communities.…”

Section: Introductionmentioning

confidence: 99%

“…12 Social networking holds promise as a way to facilitate ongoing interaction among a group of interprofessional students.…”

Section: Introductionmentioning

confidence: 99%

The Use of Social Networking to Improve the Quality of Interprofessional Education

Pittenger

2013

American Journal of Pharmaceutical Education

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Objective. To evaluate the feasibility and effectiveness of using an online social networking platform for interprofessional education. Design. Three groups of 6 students were formed with 1 student in each group from medicine, nursing, dentistry, pharmacy, veterinary medicine, and public health. Each group followed a different collaborative educational model with a unique pedagogical structure. Students in all groups interacted via an online social networking platform for a minimum of 15 weeks and met in person once at the end of the 15-week experience for a focus group session. The students were tasked with developing a collaborative recommendation for using social networking in interprofessional education programs. Assessment. Most of the students who reported in a post-experience survey that their expectations were not met were in the minimally structured group. Almost all students in the facilitated and highly structured groups indicated that this experience positively impacted their knowledge of other health professions. Most students stated that interacting within a social networking space for 15 weeks with other members of the university's health professions programs was a positive and effective interprofessional education experience. Conclusion. Social networking is feasible and can be used effectively within an overall strategy for interprofessional education, but design and placement within a core content course is critical to success.

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Computer-mediated interdisciplinary teams: theory and reality

Cited by 38 publications

References 19 publications

Online interprofessional health sciences education: From theory to practice

Online interprofessional health sciences education: From theory to practice

Researching student perspectives on interprofessional online learning via asynchronous text-based conferencing in healthcare education: A literature review

The Use of Social Networking to Improve the Quality of Interprofessional Education

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