Teaching Interprofessional Collaboration: Using Online Education Across Institutions

Myers, Christine Teeters; O'Brien, Shirley P.

doi:10.3109/07380577.2015.1017789

Cited by 22 publications

(16 citation statements)

References 6 publications

(6 reference statements)

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“…Online hybrid delivery of applied OT theory content is a feasible alternative to face-toface instruction, but with some inherent challenges. When designing online content, instructors must be organized and intentional, with focus on active engagement and purposeful interactions (Mathiowetz et al, 2016;Perlman et al, 2010;Teeters Myers & O'Brien, 2015). Best practices for online education include focus on course design, interactivity with course content, usability of the online platform, and site quality (Foster et al, 2014).…”

Section: Implications For Ot Educationmentioning

confidence: 99%

“…While some authors (Cummings et al, 2013;Hollis & Madill, 2006) found that health professions student grade outcomes were similar for online vs. face-to-face instruction, Mathiowetz et al (2016) found that students in an anatomy lab fared better in face-to-face instruction for course grades. Students reported advantages of online education to be choice, access, flexibility, global networking, efficiency, no travel time, enjoyed studying alone, benefits of asynchronous discussions, and gain of analysis and problem-solving abilities (Hollis & Madill, 2006;Mathiowetz et al, 2016;Teeters Myers & O'Brien, 2015). Students perceived the length of time required to complete assignments in online formats as a disadvantage.…”

mentioning

confidence: 99%

“…Students perceived the length of time required to complete assignments in online formats as a disadvantage. Some students also reported a dislike for taking courses online (Hollis & Madill, 2006;Teeters Myers & O'Brien, 2015;Telford & Senior, 2017). Instructors perceived benefits of online instruction as rich peer interactions and greater engagement with and reflection on course content (Farber, 2013;Hollis & Madill, 2006); but perceived disadvantages of significantly greater course prep time and ability of unmotivated students to disengage (Hollis & Madill, 2006).…”

mentioning

confidence: 99%

“…Instructors perceived benefits of online instruction as rich peer interactions and greater engagement with and reflection on course content (Farber, 2013;Hollis & Madill, 2006); but perceived disadvantages of significantly greater course prep time and ability of unmotivated students to disengage (Hollis & Madill, 2006). Instructors noted that careful course planning and selection of mature students have been key to success in online courses (Blackington, 2013;Doyle & Jacobs, 2013;Foster, Shurtz, & Pepper, 2014;Hollis & Madill, 2006;Mathiowetz et al, 2016;Perlman et al, 2010;Teeters Myers & O'Brien, 2015). Learners echoed that course organization was important and added that timely feedback from the instructor and active engagement with the material were critical for learning (Schaber & Shanedling, 2012).…”

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confidence: 99%

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Online Hybrid vs. Face-to-Face Instruction in Applied OT Theory

Howard

2019

JOTE

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Minimal evidence exists regarding online education in occupational therapy. This study explored entry-level occupational therapy (OT) student responses to two methods of instruction in an applied OT theory course. The investigator used a retrospective quasi-experimental, nonrandomized comparison group design with mixed methods to compare two cohorts of entry-level OT students. Data included midterm exam, final exam, and cumulative course grades, as well as qualitative data from a final exam essay question. Demographic data and cohort mean grade-point averages were collected at the program level. One cohort received face-to-face instruction, while the other received online hybrid and face-to-face instruction. The face-to-face cohort had statistically significantly higher summative course grades. The investigator could not factor out pre-program GPA, which may have impacted results. With qualitative analysis, the investigator found evidence for a priori themes of the value of theory and growth in theory application. Emergent themes included use of theory for clinical reasoning, client-centered practice, theory integration in practice, and theory in the OT process. Students in the online hybrid section perceived that the course required more busywork. Online and hybrid instruction can be an effective means of content delivery for OT applied theory.

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Section: Implications For Ot Educationmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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confidence: 99%

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Online Hybrid vs. Face-to-Face Instruction in Applied OT Theory

Howard

2019

JOTE

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“…7 Moreover, online learning reinforces the opportunity of multiinstitutional collaboration in implementing IPE. 10 Developing online or blended learning for IPE requires effort and resources. As the previous study says, the main value of online IPE lies on the flexibility for both the teachers and learners.…”

Section: Introductionmentioning

confidence: 99%

The Challenge of Implementing Online Interprofessional Education for Undergraduate Students: A Literature Review

Riskiyana

2021

JPKI

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Background: Interprofessional education (IPE) is undergoing vast development recently. Online learning has been proven to help overcoming the barriers that were commonly found in traditional IPE. However, the management of online learning in IPE is not well understood. The study identified challenges in online learning in IPE as well as recommendations for better program implementation. Methods: A literature review was performed using several keywords including “online learning”, “blended learning”, “interprofessional education”, “challenges”, and “obstacles”. The databases included EBSCOHost, ProQuest, Google Scholar, and Sciencedirect. A narrative analysis was performed to meet the review objective. Results: The identified challenges in establishing online learning for IPE were categorized according to each phase, i.e. planning and implementation. Seven categories of challenge were highlighted. The recommendations to overcome each challenge were also discussed for better implementation in the future. Conclusion: Understanding the possible challenge in each phase of developing online learning for IPE could minimize the potential disruption in achieving the learning objective. Gaining support as well as faculty trainings are crucial to ensure the program sustainability

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Dental hygiene and public health students’ perception of an online interprofessional education applied learning activity

Claiborne

Durgampudi

Patel

et al. 2021

Journal of Dental Education

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Purpose/objectives: To pilot an online interprofessional education (IPE) applied learning activity (ALA), to understand students' socialization and values towards IPE teams, and evaluate the IPE learning activity for future implementation. Methods:A pre-and post-test design was used to assess interprofessional socialization and values utilizing the (ISVS-9A/9B) surveys before and after the IPE ALA among dental hygiene (DH) and Master of Public Health (MPH) students (n = 86). Three statements from the ISVS-9A/9B surveys were not included due to the nature of the activity. The IPE ALA was a case study related to a federally funded community health center seeking funding for a dental van within 14 local targeted communities (i.e., children, senior citizens, special needs). Student groups were randomly assigned to one targeted community and completed questions that required application of prevention, systems thinking and management and solutions of oral health issues. Students collaboratively developed an executive summary and presentation through an online learning platform.Results: A total of 73 DH (n = 38) and MPH (n = 35) students (84.8% response rate) completed the ISVS 9-A (modified), and 57 students DH (n = 33) and MPH (n = 24) students (66.3% response rate) completed the ISVS-9B (modified) and IPE activity evaluation. A positive change (pre-post) was observed based on the students' responses (p < 0.05) and 64% agreed that the skills obtained from the IPE ALA would help them in their careers. Conclusions: Overall, student learners' ISVS toward IPE improved after engaging in the online ALA. The use of online platforms is one low resource strategy to integrate IPE experiences into allied health and dental education.

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Teaching Interprofessional Collaboration: Using Online Education Across Institutions

Cited by 22 publications

References 6 publications

Online Hybrid vs. Face-to-Face Instruction in Applied OT Theory

Online Hybrid vs. Face-to-Face Instruction in Applied OT Theory

The Challenge of Implementing Online Interprofessional Education for Undergraduate Students: A Literature Review

Dental hygiene and public health students’ perception of an online interprofessional education applied learning activity

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