Interprofessional Learning through a Digital Platform

Vasset, Frøydis; Brynhildsen, Siri; Kvilhaugsvik, Bente

doi:10.22230/jripe.2019v9n1a282

Cited by 11 publications

(10 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The criteria "show that you can give examples of different professionals' views of children and young people" intended to help the students to learn from, with, and about each other (WHO, 2010). Grouping students into IPL groups does not automatically make them learn from, with, and about each other (Vasset et al, 2019). These students had limited practical experience to build on from their own study programs.…”

Section: Discussionmentioning

confidence: 99%

Small Group Student-Produced Podcasts Were Favoured as Assignment Tool for Large-Scale Interprofessional Learning: An Exploratory Study Among Health, Social Care, and Teacher Education Program

et al. 2021

View full text Add to dashboard Cite

Information and communications technology (ICT) can impact student learning outcomes, and podcasts have opened new possibilities for assessment in interprofessional learning (IPL) by supporting collaborative learning, enhancing communication skills, promote group working and technology competence. Pre-service IPL may thus benefit from ICT to develop interprofessional competencies among all future professionals. Research on student-produced podcast in IPL studies is limited. This study examined 1) how students from teacher education, health and social care educations, along with their supervisors, respond to different assignment formats (podcast, video, and written academic text) in IPL group work, and 2) the attitudes of students and supervisors toward these formats. The instructions and criteria were identical for all assignment tools and required case-based interprofessional group collaboration about real-life scenarios addressing child and youth education, health and well-being. Data were collected from online questionnaires in a mixed-methods exploratory cross-sectional study. The students’ and supervisors’ response rates were 25.8% (n = 363) and 37.1% (n = 13), respectively. Among the students, 75.2% submitted podcasts, 23.7% submitted written academic texts, and only 0.8% submitted videos. The students and most of their supervisors preferred podcasts as assignment tool over written text or videos. However, very few students chose the video assessment format, making insight into this format limited. Results did not differ according to age or educational background. Participants expressed that podcasts allowed more discussion, reflection and interprofessional collaboration. Students thought podcasts were fun to produce and allowed for more creativity. In conclusion, both students and their supervisors favored podcasting as the assignment format in IPL group work. The short time frame may however have influenced this choice. Pre-service technologically enhanced learning cannot replace practice-based learning. However, submission of case-based podcast assignments could prepare students for interprofessional collaboration about complex real-life scenarios.

show abstract

Section: Discussionmentioning

confidence: 99%

Small Group Student-Produced Podcasts Were Favoured as Assignment Tool for Large-Scale Interprofessional Learning: An Exploratory Study Among Health, Social Care, and Teacher Education Program

et al. 2021

View full text Add to dashboard Cite

show abstract

“…In order to foster the development of EBs during the education process, it might be an option to confront students with close-to-reality learning settings, using for example problem-based learning methods [35], which can facilitate the professionalization process [36]. Another approach could be to develop interprofessional learning settings [37], such as interprofessional videos [38] or interprofessional online learning platforms [39, 40].…”

Section: Discussionmentioning

confidence: 99%

Development of domain-specific epistemological beliefs of physiotherapists: a longitudinal study

2019

View full text Add to dashboard Cite

BackgroundEpistemological beliefs (EBs) and therapeutic health concepts are two important factors of influence that affect how healthcare professionals process treatment-relevant information. A previous investigation compared physiotherapy students’ EBs and therapeutic health concepts with those of professionals in a cross-sectional study. That study design, however, did not allow for any conclusions about the temporal development of these concepts. This shortcoming has been addressed in the study presented here, which aimed to assess that temporal development.MethodsIn a longitudinal study, physiotherapists filled in a questionnaire that measured their personal EBs about physiotherapy and about medicine, as well as their biomedical and biopsychosocial therapeutic health concepts. The participants were first examined during their medical training (December 2011). The follow-up measure was about 3 years later when the participants had become professional physiotherapists (January 2015). The development of their EBs was examined using paired sample t-tests and Wilcoxon signed-rank test.ResultsThe analysis was based on 41 participants who filled in the questionnaire at both time points and were working as physiotherapists at the time of the second measurement. There was a development of physiotherapy-related and a development of medicine-related EBs: Physiotherapy-related as well as medicine-related EBs were more sophisticated when physiotherapists had already entered the working world than during their physiotherapy training. Due to psychometric problems of the scales, the development of their therapeutic health concepts could not be analyzed.ConclusionsEBs are an important factor for (lifelong) learning. Physiotherapy-related and medicine-related EBs developed similarly in both domains. This is an indication that the temporal development of EBs is an expression of professionalization of healthcare personnel in their occupational field. The findings demonstrate that the development of EBs is not completed at the end of vocational training; it appears to be a development that continues even after the transition to professional life.

show abstract

“…This also applies to medical educational contexts [46], where social platforms are a widely used tool for professionalization [47]. Social media platforms could enable future doctors to develop an awareness of the responsibilities and limitations of their own and other professions, and provide an easy way to apply interprofessional learning into medical education [48]. Nevertheless, these social media platforms are rarely used for such interprofessional applications [44,49].…”

Section: Digital Interprofessional Teaching: the Application Of Learning Platformsmentioning

confidence: 99%

A Literature Review on the Foundations and Potentials of Digital Teaching Scenarios for Interprofessional Health Care Education

Grosser

Bientzle

Kimmerle

2020

IJERPH

View full text Add to dashboard Cite

The health care system is increasingly complex and specialized, but it presents the actors involved with the challenge of working together in interprofessional teams. One way to meet this challenge is through interprofessional training approaches, where representatives of different professions learn together with learners of other professions. This article contributes to the question of how interprofessional teaching in health care education can be designed with a low threshold by using digital media. We focus on learning with digital learning platforms and learning with videos. Based on existing empirical findings, these approaches are discussed in terms of their potential and limitations for interprofessional teaching. In particular, we examine how these approaches influence the core competence domains of interprofessional collaborative practice. Digital collaborative learning platforms are suitable for teaching interprofessional competences, since they enable social and professional exchange among learners of different professions. Videos are suitable for imparting medical declarative and procedural knowledge. Based on these considerations, the use of videos in combination with interaction possibilities is presented as a didactic approach that can combine the aspect of knowledge transfer with the possibility of interprofessional computer-based collaboration.

show abstract

Interprofessional Learning through a Digital Platform

Cited by 11 publications

References 7 publications

Small Group Student-Produced Podcasts Were Favoured as Assignment Tool for Large-Scale Interprofessional Learning: An Exploratory Study Among Health, Social Care, and Teacher Education Program

Small Group Student-Produced Podcasts Were Favoured as Assignment Tool for Large-Scale Interprofessional Learning: An Exploratory Study Among Health, Social Care, and Teacher Education Program

Development of domain-specific epistemological beliefs of physiotherapists: a longitudinal study

A Literature Review on the Foundations and Potentials of Digital Teaching Scenarios for Interprofessional Health Care Education

Contact Info

Product

Resources

About