Training and Assessing Interprofessional Virtual Teams Using a Web-Based Case System

Dow, Alan; Boling, Peter A.; Lockeman, Kelly; Mazmanian, Paul E.; Feldman, Moshe; DiazGranados, Deborah; Browning, Joel; Coe, Antoinette B.; Selby-Penczak, Rachel; Hobgood, Sarah; Abbey, Linda; Parsons, Pamela; Delafuente, Jeffrey C.; Taylor, S.

doi:10.1097/acm.0000000000000912

Cited by 21 publications

(18 citation statements)

References 22 publications

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“…Fourth-year students in medicine, nursing, and pharmacy participated in a required semester-long web-based case experience (Dow et al, 2016). We grouped the students into interprofessional virtual teams of four to six learners, and they cared for a simulated geriatric patient through a series of health events.…”

Section: Methodsmentioning

confidence: 99%

Notes from the Field: Evaluating a Budget-Based Approach to Peer Assessment for Measuring Collaboration Among Learners on Interprofessional Teams

2019

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Assessing interprofessional skills poses challenges for health professions educators. While competency frameworks define the skills graduating students should possess, they do not provide guidance for assessment. This brief report explores validity evidence for use of peer assessment to assess learners and provide feedback for improvement. The context was an online learning experience for 477 fourth-year students from medicine, nursing, and pharmacy who worked together on small interprofessional teams to care for a virtual geriatric patient. At the end of each case unit, students were given a budget of points to allocate among teammates to assess their communication and interprofessional collaboration. Ratings were averaged to provide learners with feedback about their performance. Scores were normally distributed, did not demonstrate a leniency effect, were moderately correlated with ratings that preceptors assigned to students, and had smaller correlations with knowledge scores and other case activity measures. Findings support budget-based peer assessment as a valid and feasible approach for differentiating between students with high interprofessional competency and those who may be deficient. Further exploration should focus on the longitudinal effect of peer assessment, how it may influence individual learning and team dynamics, and whether it could be used for other assessment purposes.

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Section: Methodsmentioning

confidence: 99%

Notes from the Field: Evaluating a Budget-Based Approach to Peer Assessment for Measuring Collaboration Among Learners on Interprofessional Teams

2019

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“…Some medical schools have already incorporated practical case-based teaching programs on virtual team working into their undergraduate curricula. 18 Integration of primary and secondary care…”

Section: Overcoming Barriers To Usementioning

confidence: 99%

Extraordinary virtual multidisciplinary team meetings – a novel forum for the coordinated care of patients with complex conditions within a secondary care setting

Aston

Reade²,

Petersen

et al. 2018

Future Healthcare Journal

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Multidisciplinary team (MDT) meetings are increasingly regarded as best practice for the successful management of chronic disease. However, for patients with undiagnosed illnesses, multiple interacting comorbidities or other complex needs that fall outside the remit of disease-specific MDTs or the scope of expertise of individual clinicians, there is often no suitable forum at which to discuss their care to develop a coordinated plan for management. We developed and piloted a new forum for interspecialty discussion and collaboration, an extraordinary virtual MDT, to enable clinicians to arrange an urgent meeting of all involved parties in response to challenging clinical scenarios. Here, we share our experience of implementing this innovation and suggest how this novel forum for coordinated care could be further developed to improve the integration, timeliness and quality of healthcare delivery for patients with complex needs.

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“…Self-management programmes incorporating patient education, empowerment and collaboration have a key role in slowing CD progression, lowering CD related hospitalisation and improving patients' knowledge of their medical condition (Chen et al, 2011;Wu et al, 2009). Since the late 1990s the delivery of health information and education has changed dramatically with the development and integration of information communication technology (ICT) into health services (World Health Organization, 2011, 2016Bollinger et al, 2013). Using a combination of different ICT solutions, education and self-management can ensure that social and digital health strategies have the potential to limit or possibly prevent a decline in social functioning and reducing demands on families and healthcare systems and providers (McCabe & Timmins, 2016).…”

Section: Introductionmentioning

confidence: 99%

Online interprofessional education related to chronic illness for health professionals: a scoping review

McCabe

Patel

Fletcher

et al. 2020

Journal of Interprofessional Care

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This scoping review focuses on identifying the quantity and quality of research evidence available in relation to online IPE related to Chronic Disease Management (CDM). Recent advances have seen the emergence of information communication technology and digital health 1 solutions that may improve monitoring of and self-management of Chronic Disease (CD). With the growing CD burden globally, and the advancement of information communication technology, digital health solutions may improve CD monitoring and selfmanagement. However, health professionals are slow to utilise this technology in CDM. Online interprofessional education (IPE) has the potential to enhance utilisation of digital health solutions across interprofessional healthcare teams. This review focuses on online IPE and E-Learning strategies used to promote engagement and achievement of learning outcomes between health care professionals in CDM. A systematic search of the literature yielded 3112 papers; 15 studies were included in the review following an independent screening process.The review found very limited research for online IPE related to CD so it is not feasible to comment or draw conclusions in relation to its impact on IP learning, student engagement in education or its impact in practice or on services or health outcomes. Research methodology and online E-Learning strategies varied across studies, highlighting the need for rigorous methodology that includes consistency in online IPE strategies, evaluations and study methods.1 Digital health is an umbrella term encompassing eHealth (including mHealth) and emerging areas such as artificial intelligence, genomics and 'big data'. It is defined as "the use of information and communications technology in support of health and health-related fields (WHO 2019

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Training and Assessing Interprofessional Virtual Teams Using a Web-Based Case System

Abstract: This Web-based case system provided a novel approach to teach and assess the competencies needed for virtual teams. This approach may be a valuable new tool for measuring competency in interprofessional practice.

Cited by 21 publications

References 22 publications

Notes from the Field: Evaluating a Budget-Based Approach to Peer Assessment for Measuring Collaboration Among Learners on Interprofessional Teams

Notes from the Field: Evaluating a Budget-Based Approach to Peer Assessment for Measuring Collaboration Among Learners on Interprofessional Teams

Extraordinary virtual multidisciplinary team meetings – a novel forum for the coordinated care of patients with complex conditions within a secondary care setting

Online interprofessional education related to chronic illness for health professionals: a scoping review

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Training and Assessing Interprofessional Virtual Teams Using a Web-Based Case System

Abstract: This Web-based case system provided a novel approach to teach and assess the competencies needed for virtual teams. This approach may be a valuable new tool for measuring competency in interprofessional practice.

Cited by 21 publications

References 22 publications

Notes from the Field: Evaluating a Budget-Based Approach to Peer Assessment for Measuring Collaboration Among Learners on Interprofessional Teams

Notes from the Field: Evaluating a Budget-Based Approach to Peer Assessment for Measuring Collaboration Among Learners on Interprofessional Teams

Extraordinary virtual multidisciplinary team meetings – a novel forum for the coordinated care of patients with ­complex conditions within a secondary care setting

Online interprofessional education related to chronic illness for health professionals: a scoping review

Contact Info

Product

Resources

About

Extraordinary virtual multidisciplinary team meetings – a novel forum for the coordinated care of patients with complex conditions within a secondary care setting