Online interprofessional education facilitation: A scoping review

Evans, Sherryn; Ward, Catherine; Reeves, Scott

doi:10.1080/0142159x.2018.1460656

Cited by 49 publications

(41 citation statements)

References 31 publications

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“…Current pandemic reality aside, over the past several years it has become increasingly popular to deliver IPE in an online learning format (S. M. Evans et al, 2019), although a review of the literature from the past five years showed that, there are relatively few program evaluation studies of online IPE programs and associated student learning outcomes. In one study, authors evaluated the pilot of a large asynchronous online IPE course in integrative medicine and demonstrated that it is possible to effectively deliver online curriculum to interprofessional students in geographically separated locations (Brooks et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Interprofessional education during the COVID-19 pandemic: finding the good in a bad situation

Jones

Vidal

Taylor

2020

Journal of Interprofessional Care

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COVID-19 restrictions necessitated wholescale conversion of curricula to online learning environments globally. We used a mixed-methods study design to evaluate the conversion of a large foundational interprofessional course, at our university, to an asynchronous online learning environment. A survey was used to gauge if students learned interprofessionally and about interprofessional collaborative practice (IPCP). A COVID-19 discussion board was used to assess learner knowledge of their own and other health professions and value for IPCP. Survey results indicated students perceived the online session as effective as it would have been in person. The COVID-19 discussion board presented evidence that students met all Interprofessional Education Collaborative core competencies for IPCP, shared knowledge of their and other health professions, and expressed the value and essentiality of IPCP. Findings support social context as a main requisite for interprofessional education, and within the context of the COVID-19 pandemic, students were able to heighten their connection to the global interprofessional community. Circumstances surrounding COVID-19 highlight the need for increasing IPCP education. One unforeseen positive that has emerged in spite of this global catastrophe is enhanced student awareness of IPCP and interprofessional comradery as evidenced through student discussions in this course.

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Section: Introductionmentioning

confidence: 99%

Interprofessional education during the COVID-19 pandemic: finding the good in a bad situation

Jones

Vidal

Taylor

2020

Journal of Interprofessional Care

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“…This is largely due to the complexities of delivering IPE, including the timetabling and logistical issues associated with the delivery of face-to-face IPE activities. 11,12 In addition, there is often a preference for individuals to work within their established silos. [13][14][15] There is a paucity of pedagogical practices that are studentcentered, provide active learning with content that is simultaneously relevant to the learning needs of different professions, and are designed for implementation on a large scale.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Interprofessional Team-based Learning: Building Social Capital

Burgess

Diggele

Matar

2020

Journal of Medical Education and Curricular Development

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Often the first-time health professionals work together is as new graduates, with a paucity of shared learning among the various health disciplines within university curricula. This is largely due to the complexities of delivering interprofessional education (IPE) and the preference of individuals to work within their established silos. With its ability to nurture collaboration among students, there is a developing trend to use team-based learning (TBL) as a teaching method to engage health care students in IPE. Using the conceptual lens of social capital theory, the purpose of this article is to provide readers with an overview and evidence for the use of TBL within the interprofessional health care education setting, highlighting the benefits and challenges.

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“…There is also potential to explore online learning delivery options to mitigate scheduling, geographical location and varying student number challenges. Although a newer area in IPL literature, there is some evidence to suggest that online IPL facilitation may be a feasible approach (Evans et al, 2019).…”

Section: Future Directionsmentioning

confidence: 99%

Evaluating an interprofessional workshop on persistent pain: The role of Adult Learning and Social Identity theories

Bridgman

Bird

Heyworth

et al. 2020

JALT

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Interprofessional learning (IPL) is vital for developing work-ready health graduates and enhancing outcomes of people living with persistent pain. Our aim was to pilot an authentic IPL workshop on persistent pain in an Exercise Physiology Clinic. We also sought to explore the application of Adult Learning and Social Identity theories in understanding learning outcomes. Thirty students from five health disciplines participated in a half-day workshop on IPL and persistent pain, facilitated by multidisciplinary staff. Workshop activities included authentic, simulated case studies and problem-based learning. A mixed-methods, pre-post survey showed significant increases in students' confidence in understanding their own and others' discipline roles in managing persistent pain (p < 0.001), readiness for IPL (p = 0.046) and self-efficacy (p < 0.001). These increases were supported by qualitative outcomes, which were mapped onto Adult Learning and Social Identity theory. A preliminary conceptual framework was developed incorporating proposed learning mechanisms.

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Online interprofessional education facilitation: A scoping review

Abstract: While the included studies provide some insight into the nature of online IPE facilitation, future research is needed to better understand facilitator contributions, and the facilitation experience and associated outcomes, both relating to synchronous and asynchronous online environments.

Cited by 49 publications

References 31 publications

Interprofessional education during the COVID-19 pandemic: finding the good in a bad situation

Interprofessional education during the COVID-19 pandemic: finding the good in a bad situation

Interprofessional Team-based Learning: Building Social Capital

Evaluating an interprofessional workshop on persistent pain: The role of Adult Learning and Social Identity theories

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