Effectiveness of online interprofessional education-communication course during the COVID-19 pandemic

Suryadinata, Neneng; Eka, Ni Gusti Ayu; Manik, Marisa Junianti; Puspitasari, Vivien; Marlina, Mona; Houghty, Grace Solely

doi:10.1016/j.heliyon.2024.e25764

Cited by 1 publication

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References 22 publications

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“…Our findings suggest that practical and interactive online healthcare communication education using counseling videos with blank lines is as effective as face-to-face communication education among healthcare college students. Since the spread of COVID-19, communication exercises utilizing group work with online conferencing systems have been conducted [ 25 – 27 ], but it is difficult to use such methods in a large-group lecture such as this study. Therefore, we believe online healthcare communication education with the video materials developed in this study provide a noteworthy example in the context of university education.…”

Section: Discussionmentioning

confidence: 99%

Online vs. face-to-face interactive communication education using video materials among healthcare college students: a pilot non-randomized controlled study

Ichikura,

Watanabe,

Moriya

et al. 2024

BMC Med Educ

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Background This study aimed to examine whether online interactive communication education using video materials was as effective as face-to-face education among healthcare college students. Methods The participants were healthcare college students who were enrolled in study programs to obtain national medical licenses. They participated in lectures and exercises on healthcare communication, both online (n = 139) and face-to-face (n = 132). Listening skills, understanding, and confidence in healthcare communication were assessed using a self-assessed tool. Results From the two-way ANOVA result, the interaction effects between group (online, face-to-face) and time (Time 1, Time 2, Time 3) were not statistically significant. The main effect of time increased significantly from Time1 to Time 3 on understanding of communication with patients (Hedges’g = 0.51, 95%CI 0.27–0.75), confidence in communication with patients (g = 0.40, 95%CI 0.16–0.64), and confidence in clinical practice (g = 0.49, 95%CI 0.25, 0.73), while the score of listening skills had no significant change (Hedges’g = 0.09, 95%CI − 0.03 to 0.45). Conclusions The results show that online communication education with video materials and active exercises is as effective in improving students’ confidence as face-to-face. It will be necessary to modify the content of this educational program to improve skills as well as confidence in communication. Trial registration Not Applicable.

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Section: Discussionmentioning

confidence: 99%