Use of Concept-Based eLearning Videos in Interprofessional Education

Abstract

The purpose of the articles was to describe a narrative review of literature for Concept-based eLearning, which was introduced in the predoctoral interprofessional education (IPE) curriculum to teach key transferable ideas and to consider the context of dental care in the spectrum of comprehensive patient care. The COVID -19 pandemic has further presented a disruption to the usual curriculum, and time to rethink and redesign the interprofessional education course at Harvard School of Dental Medicine (HSDM) with new pedological methods. Concept-based eLearning videos were incorporated into the interprofessional educational courses in order to advance the teaching and learning approaches. It was an attempt to provide student-focused teaching strategies which not only gave students the flexibility to learn at their own pace but also aimed at helping them increase retention and synthesize and apply knowledge. Concept videos were targeted at learning goals and were kept brief and conversational to enhance engagement. The concept-based eLearning facilitated an environment to assist students in developing awareness of interprofessional relations and communications within the health care team. Continued development and evaluation of the concept-based eLearning videos are essential in addition to faculty development efforts to support the new educational methodology.