Interprofessional education and distance education: A review and appraisal of the current literature

McCutcheon, Livia R.M.; Alzghari, Saeed K; Lee, Young R.; Long, William G.; Marquez, Robyn

doi:10.1016/j.cptl.2017.03.011

Cited by 55 publications

(46 citation statements)

References 20 publications

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“…McCutcheon et al [16] analyzed technology implemented practices of student learning and mentioned that technology integrated learning was good for students but software implementation was a challenge for technology integrated approach. Gökalp [17] mentioned that there was a positive view of university students on information technologies.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Leveraging Digital Technology for Better Learning and Education: A Systematic Literature Review

Sarker¹,

Wu²,

Cao³

et al. 2019

IJIET

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He completed his bachelor of science in agriculture and the master in agricultural extension education from Bangladesh Agricultural University. He also completed MBA from commonwealth of learning. He also completed two diplomas in banking and Islamic banking. His research interest includes resilience, disaster management, livelihood and climate changes and education economy. He has published couple of scientific articles and one book on Poverty of Island Char Dwellers in Bangladesh. He is a member of several professional bodies. Mr. Sarker is now working as an editorial board member of several social sciences and public administration journals.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Leveraging Digital Technology for Better Learning and Education: A Systematic Literature Review

Sarker¹,

Wu²,

Cao³

et al. 2019

IJIET

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“…Other studies have found distance education to improve time management, teamwork, communication skills, critical thinking, and knowledge application. [2][3][4][5][6] Besides, it has been proven that a well-accepted strategy for higher education successfully engages participants in beyond physical classroom boundaries. 2,7,8 Examining the first attempt at long-distance learning in the medical field, Blakeley and Curran-Smith 3 reported some astounding outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…12 DL in the medical field has thrived because of the problems and difficulties that have choked traditional learning. Most previous studies [2][3][4][9][10][11][12] have measured DL's effectiveness, usage, and design. However, learning attitudes and perceptions are also essential factors in successful learning.…”

Section: Introductionmentioning

confidence: 99%

<p>Exploring Adult Learners’ Viewpoints and Motivation Regarding Distance Learning in Medical Education</p>

Mubayrik¹

2020

AMEP

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Introduction: Literature in education and training supports the notion that distance learning (DL) is the most effective mode of learning for health care workers to improve the quality of patient care. However, implementing DL requires pre-assessing learners' perspectives and attitudes for providing better delivery, essential support, and facilities. This study aimed to identify the viewpoints and attitudes of dental graduates toward DL in medical education and their point views of the effectiveness and efficacy of DL tools. Methods: A structured, self-administered questionnaire was distributed to registered adult graduates working in government-or private hospitals in a permanent position or for a long term (3 months or more). Data were collected and analyzed. Results: Two-thirds (67.9%) of the participants had previously attended a DL course. The highest ranked items on the participants' views on DL were ease of access, ability to take the course from any location, and be taught from anywhere in the world. Their perception of DL was analyzed in relation to gender and previous exposure to DL. Conclusion: This investigation revealed a positive attitude among graduates on the effectiveness of DL. Most respondents appreciated DL's convenience in terms of time flexibility and online attendance. Residents' attitudes toward DL and DL characteristics are major factors to consider when instituting or planning for DL. Continuous medical education through DL will continue to generate considerable interest as an international movement.

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“…Finally, it is still unclear how well these effects on inter-professional learning would transfer to interprofessional everyday practice. Findings which are reported about this question are based on active IPE programs and show rather low or inconsistent results (2,3,(46)(47)(48). For future research, long-term studies are required to investigate to what extent IPE videos can affect real clinical outcomes.…”

Section: Limitationsmentioning

confidence: 99%

Observing inter-professional videos: impact of collaboration between physicians and psychologists on attitude and knowledge acquisition

Grosser

Kimmerle

Shiozawa

et al. 2020

Preprint

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BackgroundInter-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.MethodsIn an online experiment, medical students watched one of two videos about Parkinson’s disease (PD) and the care of PD patients. The information was either provided by protagonists from only one profession (i.e., physicians; mono-professional condition) or provided by protagonists from two different professions (i.e., 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.ResultsThe 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 = 0.028; d= 0.38). The inter-professional video was also considered to be more illustrative (t(138) = -6.269; p < 0.001; d= 1.06). Moreover, participants improved their attitude toward physicians by watching the video (F(1, 138) = 4.860, p < 0.001, η2p = 0.11), but they did not change their attitude toward psychologists (p = 0.146). 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 < 0.001; d= 1.354). Finally, the inter-professional video led to better performance in the knowledge test (t(138) = -2.285; p = 0.024; d= 0.04).ConclusionsInter-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 registrationThe study was pre-registered on the pre-registration platform AsPredicted (aspredicted.org) before we began data collection (registration number: #33143).

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Interprofessional education and distance education: A review and appraisal of the current literature

Cited by 55 publications

References 20 publications

Leveraging Digital Technology for Better Learning and Education: A Systematic Literature Review

Leveraging Digital Technology for Better Learning and Education: A Systematic Literature Review

<p>Exploring Adult Learners’ Viewpoints and Motivation Regarding Distance Learning in Medical Education</p>

Observing inter-professional videos: impact of collaboration between physicians and psychologists on attitude and knowledge acquisition

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