Supervisors’ Perspectives on Online Interprofessional Supervision: Results from a Mixed-Methods Longitudinal Cross-Sectional Study

Abstract

Collaboration in interprofessional collaboration (IPC) teams is a part of working in welfare services. Unlike uniprofessional supervision, interprofessional supervision involves supervisors and students with different educational backgrounds. This study explores 105 supervisors’ responses after synchronous supervision of 15,700 students from teaching, health, and social work education programs who participated in an annual preservice interprofessional learning (IPL) course from 2018 to 2022. The purpose was to explore supervisors’ experience of the online IPL supervisor role and of the student’s learning outcomes through a longitudinal mixed-methods repeated design. Response rates: 61%, 45%, 82% and 40%, respectively. The students worked in IPL groups with limited interaction with supervisors, using a case-based learning approach. The supervisors were supportive of IPL but suggested changes to increase relevance. The imbalance in the knowledge base on child-related topics and IPL preparedness among the student groups was challenging. Some questioned the need for supervision, whereas others were concerned about the limited time allocated for supervision. We conclude that online supervision is forward-looking because candidates must prepare for helping users, such as children and their next-of-kin, online. We deduce that online supervision is relevant for the future and less complicated than IPL supervision

Staff perceptions on implementing interprofessional education for undergraduate students in health, social work and education

“…Pirani et al (2022) reported that interprofessional simulation across health and education improved students' ability with communication, conflict resolution, and collaboration to increase students' confidence to work in partnerships. Almendingen et al (2022) further support the benefit of IPE across health, social care and education identifying as previously acknowledged that students were able to learn with, from, and about each other. However, the research projects used digital online platforms and, therefore, further research is needed to compare if oncampus delivery impacts the learning achieved.…”

“…Following simulation, learners need to understand how the theoretical knowledge gained can be applied to professional practice. Hence, Almendingen et al (2022) point out that the success of IPE is dependent on students' perspectives regarding the relevance and realism of the topics. Therefore, it is important for the session to be designed and tailored to support the needs of all the students in attendance at the event, this was completed by the professional disciplines who organised the event by structuring the aims, learning outcomes and designing bespoke resources to meet the students' learning needs.…”

“…Further support from a systematic literature review by Granheim et al (2018) concludes that combining interprofessional learning and simulation "is a sound strategy to improve teamwork and collaboration" (p. 125). Therefore, interprofessional simulation-based education provides opportunities to learn about, with, and from students from other disciplines (CAIPE, 2023;Almendingen et al, 2022).…”

Transformation from Blended to Online Learning: A Four-Year Longitudinal Cross-Sectional Interprofessional Study

“…After feedback from students, stakeholders, and in response to the results of the pre-pandemic studies, the educational activities and content were adjusted along the way [56,58,59,67]; however, the course description and the major tasks remained unchanged.…”

Evaluating critical success factors of remote work for bank employees, in Gauteng, South Africa.

“…The authors highlighted potential management challenges such as providing essential technological support and skills development for remote workers (Quade, 2022). To address these kinds of challenges, literature from other scholars of telework recommended collaboration between virtual teams and supervisors through communication mediums as a driving force for achieving project goals (Almendingen, Skotheim, & Magnus, 2023).…”