Transformation of an Online Multidisciplinary Course into a Live Interprofessional Experience

Abstract

Objective. To design, implement, and assess an interprofessional education (IPE) course in the first professional year of students enrolled in eight different health professions programs.Design. An interprofessional faculty committee created a 1-credit hour required IPE course to not only teach students about the roles and responsibilities of each discipline and how they may contribute to an interprofessional team, but to also improve collaboration and team-based communication skills among health care professions students. Students were placed in interprofessional groups and met weekly to participate in didactic lectures, discussion sessions, and a standardized patient encounter. Assessment. Seven hundred and eighty-three health professions students were enrolled in the course, of which 130 students completed questionnaires at all three time points. Students were neutral about the course and found it moderately valuable (Mean 6.23 [on a scale from 1 to 10], interesting (Mean 5.61), and enjoyable (Mean 5.57). Written feedback from the course indicated that the majority of students enjoyed the standardized patient encounter and thought the course provided a valuable opportunity to interact with other students in other health professions programs. Conclusion. This required course served as an introductory interprofessional approach in preparing health professions students to learn from each other about their various roles and responsibilities and how each can contribute to the health care team.

Interprofessional communication in medical simulation: findings from a scoping review and implications for academic medicine

“…Debrief sessions followed the activities and a questionnaire was developed based on student learning outcomes in two phases. Data was also collected from faculty facilitators in the third phase Medicine Nursing (graduate—unspecified) Sincak et al 2017 [ 51 ] Transformation of an Online Multidisciplinary Course into a Live Interprofessional Experience Students were placed in interprofessional groups, meeting weekly for ten weeks in a required course. Students participated in didactic lectures, discussion sessions, and a standardized patient encounter.…”

Interprofessional Education (Ipe) Improves Students' Communication Skills: A Literature Review

“…Di antara 14 studi yang ditinjau, delapan penelitian memiliki rancangan mixed methods, 9,10,[13][14][15][16]19,20 dua penelitian adalah quasi-eksperimental, 8,17 dua penelitian adalah survey, 12,13 satu penelitian adalah pre dan post-intervention survey, 18 dan satu penelitian adalah post retrospektif. 17 Dari 14 penelitian tersebut, tiga penelitian menggunakan course, 17,19 tiga penelitian menggunakan metode clinical laboratory/ simulation, 16,17,20 satu penelitian menggunakan experience/modul, 9 satu penelitian menggunakan modul and case study, 8 satu penetilitan menggunakan laboratory session dan viewed short videos, 18 dua penelitian menggunakan focus group discussions, 10,14 dua penelitian menggunakan question for the survey instrument, 10,12 dan satu penelitian menggunakan student worked in pre-selected groups. 15 Di antara 14 penelitian tersebut, tiga belas studi melaporkan bahwa kemampuan komunikasi mahasiswa meningkat, 4,8-10,12,14-20 namun, ada satu penelitian yang tidak memiliki nilai signifikasi pada komunikasi yang efektif.…”

“…Tiga belas dari penelitian tersebut melaporkan bahwa penerapan IPE dapat meningkatkan komunikasi pada mahasiswa. [4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19][20][21] Tedapat berbagai macam kendala dalam pelaksanaan kolaborasi interprofesi antara lain kurang percaya diri, tidak tahu peran dan tanggung jawab masingmasing profesi, kurang mampu bekerja secara tim, tidak percaya diri dalam menerapkan ketrampilan baru dan berkomunikasi interprofesi. Penerapan IPE dapat meningkatkan komunikasi, kolaborasi, peran dan tanggung jawab.…”

“…Penerapan IPE dapat meningkatkan komunikasi, kolaborasi, peran dan tanggung jawab. 4,10,12,15 Selain itu ada kemampuan lain yang meningkat setelah penerapan IPE di antaranya peningkatan sikap mahasiswa, 17,18 peningkatan persepsi diri mahasiswa, 20 serta meningkatkan pengalaman dan pengambilan keputusan. 9,16,21 Namun, ada satu penelitian yang menyatakan bahwa IPE tidak menunjukkan hasil perubahan yang signifikan terhadap komunikasi interprofessional.…”

Study of Online Teaching with Rain-Class during COVID-19 Period

“…Also question, discussion, vote that everyone takes part in and the comparison or explanation of reply could arouse students' interest in some degree. Although these two teaching methods have obvious differences, they could both help teachers to teach well in different ways [8].…”