A Virtual Approach to Promote Inter-Professional Learning (IPL) Between Biomedical Science and Medicine in Higher Education for the Benefit of Patient Care

Abstract

In the clinical setting, collaboration between multidisciplinary teams is core to providing effective patient care. The delivery of traditional interprofessional education is associated with a number of logistical challenges, which were heightened by the Covid-19 pandemic. This workshop was developed to bring together Biomedical Science and Medical students using an online platform. The workshop consisted of (1) defining interprofessional education, (2) introducing the role of the Pathology laboratory, (3) Professional registration with regulatory bodies and (4) an insight into Covid-19 laboratory diagnosis. The session was supported by mixed group breakout rooms and interactive polling. Thirty four percent of students completed a post-workshop online survey which included open and closed questions. Thematic analysis revealed a better understanding the role of the pathology laboratory in diagnosing disease, an increased awareness of the similarities and differences in the roles of a Biomedical Scientist and a Medic and the importance of a multi-disciplinary team in achieving effective patient care. Quantitative analysis of survey data revealed that the majority of students reported positive experiences of interprofessional education online. Approximately 90% of students agreed that the workshop enabled them to increase their understanding of their own roles within healthcare, in addition to increasing their understanding of the roles of other healthcare professionals. 74.3% of participants reported that working with students from a different programme provided an alternative perspective. Seventy nine percent of students agreed that the online format enabled interactivity and discussion of the tasks. Of the 204 students, 85% engaged with the four polls during the workshop. This online workshop enabled discussion between degree programmes, enabled interactivity and allowed the learning outcomes to be met. Universities should embrace online platforms to provide a novel, engaging and effective interprofessional educational experience.

Medical Students’ Learning About Other Professions Using an Interprofessional Virtual Patient While Remotely Connected With a Study Group: Mixed Methods Study

“…Most published studies of IPE have involved at least two different health professions and have reported mostly positive findings, such as students stating that collaboration across professions benefits patients and helps to clarify professional roles [ 22 - 25 ]. We obtained similar results in our study even though we only had students from one profession.…”

Exploring the Efficacy of a Virtual First Year Interprofessional Education Event

“…This variance could partly be attributed to the mandatory participation in one study [ 16 ] compared to the other studies, although participation in the study with the highest response rate was also voluntary [ 14 ]. More recent reports using qualitative, quantitative, and mixed methods have also demonstrated the effectiveness of virtual IPE curriculum activities where students have improved in their interprofessional understanding [ 7 ], increased their understanding of professional roles and team collaboration [ 8 , 9 ], and strengthened their understanding of the value of effective communication for patient care [ 9 ].…”

“…Some studies had indicated that virtual online sessions may increase student confidence in clinical decision making [ 3 ], increase students’ knowledge of other professional roles [ 4 ] and increase a student’s perception of team performance [ 5 ]. Since then, several studies have demonstrated the effectiveness of virtual learning with students achieving learning outcomes similar to in-person experiences [ 6 , 7 ], reporting online learning as a positive experience [ 8 , 9 ] and findings of higher student performance in online learning strategies compared to in-person learning, with no difference in student satisfaction [ 10 ].…”

Readiness for Interprofessional Learning Among Students of Four Undergraduate Health Professions Education Programs

“…6 Emphasizing IPL was proposed as an effective way of preparing medical students for future work contexts where interprofessional collaboration may improve patient care and outcomes. 7,8 In their study on promoting IPL between biomedical science and medicine, Leadbeater et al 9 reported that their students reported that they gained a good understanding of the importance of working collaboratively and how each professional plays a crucial role in treating the patient. Understanding the way IPL influences healthcare providers' ability to effectively work together has incredible significance, as collaboration and teamwork are crucial for a high quality of care.…”