Building a theoretical model for virtual interprofessional education

Abstract

Background: Virtual interprofessional education (IPE) has emerged as a promising alternative to traditional in-person IPE. However, theoretical frameworks to support virtual interprofessional learning are not well established. Two theoretical frameworks emerged as relevant to virtual IPE: (1) the Canadian Interprofessional Health Collaborative (CIHC) interprofessional learning framework and (2) Dornan's Experience-Based Learning Model (ExBL) of workplace learning. In this study, we sought to explore virtual IPE using both frameworks to develop new theoretical understandings and identify assumptions, gaps and barriers.Methods: This was a qualitative study. Semi-structured interviews were conducted with medical and nursing student participants (n = 14) and facilitators (n = 3) from virtual IPE workshops. Transcripts were analysed using directed content analysis methodology, informed by the CIHC and ExBL frameworks. Themes were explored using mind-mapping transitional coding. Data collection and analysis were continued iteratively until themes with adequate conceptual depth, relevance and plausibility were identified.Results: Three themes were identified: (1) a shift in the balance of personal and professional, (2) blunted sociologic fidelity and (3) uncertainty and threats to interpersonal connections. Professional distinctions and hierarchies are blurred virtually. This contributed to an increased sense of psychological safety among most learners and lowered the threshold for participation. Separation from workplace sociologic complexity facilitated communication and role clarification objectives. However, loss of immersion may limit deeper engagement. Interprofessional objectives that rely on deeper sociological fidelity, such as conflict resolution, may be threatened. Informal interactions between learners are hindered, which may threaten organic development of interprofessional relationships.Conclusions: Role clarification and communication objectives are preserved in virtual IPE. Educators should pay close attention to psychological safety and sociologic fidelity-both to leverage advantages and guard against threats to connection and transferability. Virtual IPE may be well suited as a primer to in-person activities or as scaffolding towards interprofessional workplace practice.

Piloting an interprofessional virtual cadaveric dissection course: Responding to COVID‐19

“…However, the COVID‐19 pandemic prevented in‐person delivery of this course and motivated the development of a virtual alternative. Previous studies have shown the virtual environment allows for the acquisition of communication and role clarification competencies, in an environment less burdened by professional hierarchies 8 . Virtual learning has also been shown to yield positive results in the teaching of anatomy, as demonstrated by improved academic performance and positive qualitative feedback from students.…”

“…Previous studies have shown the virtual environment allows for the acquisition of communication and role clarification competencies, in an environment less burdened by professional hierarchies. 8 Virtual learning has also been shown to yield positive results in the teaching of anatomy, as demonstrated by improved academic performance and positive qualitative feedback from students. This approach offers advantages such as the ability to isolate and appreciate anatomical structures, time-efficiency, and the opportunity to visualize structures multiple times.…”

Together or not together: Paving the way to boundary crossing

“…3 Building a foundation of diverse and inclusive student and graduate cohorts requires schools to own and drive the necessary change from within. 1,4,5 Students should not have to shoulder the burden of change, nor should they be responsible for continued action to raise and address systemic power imbalances inherent within the structure of medical academies. Foreshew and Al-Jawad note the important role of medical institutions in decolonisation and proposes that reflection and observation must urgently move to informed and committed action because:…”

“…1 , 2 In the last 2 years, the COVID‐19 pandemic has boosted the use of ‘virtual’ IPE training; however, its theoretical groundworks are still lacking. 3 In their paper ‘Building a Theoretical Model for Virtual IPE,’ Azim et al 4 explored the extension of two interprofessional and workplace learning frameworks into the virtual setting using simulation‐based workshops in which both medical and nursing students participated. Without the context of the clinical workplace and professional labels, the authors found that students participated more freely.…”

“…Virtual simulation might prove a ‘low‐sociological fidelity’ activity, not suited to prepare for effective collaboration in the sense of sociological learning, but it could be a promising primer for students to explore their own role in a team, learn to communicate when performing different tasks and discover the benefits of interprofessional engagement. 4 Using the absence of professional silos, virtual IPE can bring learners together— perhaps in a way that current collaborative practice never could. The virtual space allows students to participate in conflict‐free interprofessional learning activities from the comfort of their own homes—increasing psychological and sociological safety.…”