Medical errors because of communication failure are common in health care settings. Teamwork training, such as Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS), improves team performance and patient outcomes. Academic institutions seek high-quality, low-cost curricula for interprofessional education (IPE) to prepare learners for clinical experiences before and after graduation; however, most IPE curricula involve lectures, simple tabletop exercises, and in-person simulations and are not readily accessible to geographically distributed and asynchronously engaged learners. To address this need, interprofessional faculty from multiple institutions and specialties created a series of eight screen-based interactive virtual simulation cases featuring typical clinical situations, with the goal of preparing learners to provide safe and effective care in clinical teams. Virtual simulations permit flexible, asynchronous learning on the learner's schedule and allow educators an opportunity to identify gaps in knowledge and/or attitudes that can be addressed during class or forum discussions. In 2016, 1,128 unique users accessed the scenarios. As a result of such virtual activities, learner selection of the appropriate TeamSTEPPS tool increased with progression through the scenarios.

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This essay is concerned with social and cultural problems of producing, consuming, and using technology. Based on epistemologies of doing, we race and queer the interface while doing technologies as they are located in specific contexts and moments. Our multi-vocal cyberethnographic engagement explores the production of selves at the intersection of online/offline activities. Our narratives shed light on how power works in multiply mediated contexts and reveals how ideology, discourse, and material practice interweave in the production of global/local cyberselves. Situated in her own specific socio-cultural personal context, each one of us attempts to understand the processes of identity production at the computer interface and to capture the (in)visible code that serves as the framework for the interaction.

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