Assessing the Effectiveness of Online Interprofessional Education Simulations: A Pre-Post Comparison of Student Learning
Publish Year: 1403
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_MEDIA-15-2_001
تاریخ نمایه سازی: 21 تیر 1403
Abstract:
Historically, most interprofessional simulations with standardized patients have occurred via face-to-face encounters; however, the COVID-۱۹ pandemic necessitated rapid pivoting to (re)create meaningful, online experiences for individuals separated due to social distancing. This study integrated e-learning strategies into a simulation scenario where interprofessional learners worked collaboratively online to care for a standardized patient presenting with subacute stroke symptoms. E-learning strategies emphasized “real world” applicability (e.g., telehealth), encouraged asynchronous self-directed learning, required learners to incorporate previous educational knowledge, built communities of learning, necessitated completion of team-based deliverables, and included “elements of surprise” to evoke emotions. A total of ۳۷۶ students participated in the online simulation, from medicine, nursing, occupational therapy, physical therapy, physician assistant, and social work programs. Matched pre- and post-session responses to a validated instrument assessing interprofessional values and interactions were available for ۳۱۹ students (۸۵%). Statistically significant advancements in self-reported skills were apparent in students’ pre- to post-session responses for both the interprofessional interactions and values domains of the Interprofessional Education Collaborative (IPEC) self-assessment tool (P<۰.۰۰۱). Incorporating e-learning strategies into a complex simulation conducted online via Zoom was effective in helping students achieve desired interprofessional competencies.
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Authors
Caleb Brown
Department of Medical Education, East Tennessee State University, Quillen College of Medicine, Johnson City, TN, USA
Emory Latimer
Department of Medical Education, East Tennessee State University, Quillen College of Medicine, Johnson City, TN, USA
Erik Lehman
Department of Public Health Sciences, Penn State University, College of Medicine, Hershey, PA, USA
Kelly Karpa
Department of Medical Education, East Tennessee State University, Quillen College of Medicine, Johnson City, TN, USA
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