Background: Interprofessional feedback is becoming increasingly emphasized within health professions’ training programs. The objective of this scoping review is to determine what is known about how learners perceive and interact with feedback in an interprofessional context for learning. Methods: A search strategy was developed and conducted in Ovid MEDLINE. Title and abstract screening were performed by two reviewers independently. Next, full texts of selected articles were reviewed by one reviewer to determine the articles included in the review. Data extraction was performed to determine the articles’ study population, methodologies and outcomes relevant to the research objective. Results: Our analysis of the relevant outcomes yielded four key concepts: (1) issues with the feedback process and the need for training; (2) the perception of feedback providers, affecting how the feedback is utilized; (3) professions of the feedback providers, affecting the feedback process; and (4) learners’ own attitude toward feedback, affecting the feedback process. Conclusions: The learner’s perception of interprofessional feedback can be an obstacle in the feedback process. Training around interprofessional feedback should be included as part of interprofessional programs. Research is needed to explore how to address barriers in feedback interaction that stem from misguided perceptions of feedback providers’ professions.

Background Care partners of people living with dementia may benefit from web-based education. We developed iGeriCare, an award-winning internet-based platform with 12 multimedia e-learning lessons about dementia. Objective Our objective was to evaluate users’ perceptions of impact. Methods From March 17, 2021 to May 16, 2022, data were collected upon lesson completion. We used the content-validated Information Assessment Method for all (IAM4all) for patients and the public adapted for dementia care partners. The IAM4all questionnaire assesses outcomes of web-based consumer health information. Responses were collected using SurveyMonkey, and data were analyzed using IBM SPSS Statistics (version 28). Results A total of 409 responses were collected, with 389 (95.1%) survey respondents completing the survey. Of 409 respondents, 179 (43.8%) identified as a family or friend care partner, 84 (20.5%) identified as an individual concerned they may have mild cognitive impairment or dementia, 380 (92.9%) identified the lesson as relevant or very relevant, and 403 (98.5%) understood the lesson well or very well. Over half of respondents felt they were motivated to learn more, they were taught something new, or they felt validated in what they do, while some felt reassured or felt that the lesson refreshed their memory. Of 409 respondents, 401 (98%) said they would use the information, in particular, to better understand something, discuss the information with someone else, do things differently, or do something. Conclusions Users identified iGeriCare as relevant and beneficial and said that they would use the information. To our knowledge, this is the first time the IAM4all questionnaire has been used to assess patient and caregiver feedback on internet-based dementia education resources. A randomized controlled trial to study feasibility and impact on caregiver knowledge, self-efficacy, and burden is in progress.

BACKGROUND Care partners of people living with dementia may benefit from online education. We developed iGeriCare, an award-winning internet-based platform with 12 multimedia e-learning lessons about dementia. OBJECTIVE Our objective was to evaluate users’ perceptions of impact. METHODS From March 17, 2021-May 16, 2022, data were collected upon lesson completion. We used the content-validated Information Assessment Method for patients and the public (IAM4all) adapted for dementia care partners. The IAM4all questionnaire assesses outcomes of online consumer health information. Responses were collected using SurveyMonkey. RESULTS 409 responses were collected, with a 95% survey completion rate. 44% identified as a family or friend care partner, and 21% as an individual concerned they may have mild cognitive impairment (MCI) or dementia. 93% identified the lesson as relevant (29%) or very relevant (64%). 99% understood the lesson well or very well. Respondents were motivated to learn more (58%), taught something new (54%), validated what they do (53%), reassured (47%), or refreshed their memory (38%). 98% said they would use the information: in particular, to better understand something (71%), discuss the information with someone else (52%), do things differently (34%), or do something (31%). Most free text feedback comments reported a positive sentiment. CONCLUSIONS Users identified iGeriCare as relevant, beneficial, and that they would use the information. To our knowledge, this is the first time the IAM4all has been used to assess patient and caregiver feedback on internet-based dementia education resources. A randomized controlled trial to study feasibility and impact on caregiver knowledge, self-efficacy, and burden is planned.