Comparison of an In-Person versus a Virtual Interprofessional Education Activity Focused on Professional Communication

DelNero, Tracey; Vyas, Deepti

doi:10.3390/pharmacy9020111

Cited by 12 publications

(8 citation statements)

References 12 publications

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“…As with other studies, our project found that the virtual format alleviated common barriers, including physical space limitations and distractions, geographical constraints, and financial costs [8,17,18]. In this study, no significant difference was noted between the intervention in 2020 and 2021, despite changes in the logistical approach utilized for each activity iteration.…”

Section: Discussionsupporting

confidence: 63%

Successful Development and Implementation of a Large Virtual Interprofessional Education Activity Applying the Social Determinants of Health

et al. 2022

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Interprofessional education (IPE) activities provide students insight into healthcare teams, shared decision-making, and social determinants of health (SDOH). Virtual IPE activities with large student populations or across multicampus have not been evaluated. The study aimed to explore the interprofessional competency growth in students, across several disciplines, following participation in a large-scale, virtual IPE activity. Students from pharmacy, medicine, social work, and physician assistant programs across Tennessee participated in an IPE patient case and SDOH in fall 2020 and fall 2021. Pre- and postsurveys included Likert ranking of 16 statements based on the 2011 Interprofessional Education Collaborative (IPEC) framework. A total of 607 students completed surveys (overall response rate, 76%). Wilcoxon signed-rank tests were performed on the pre-/postsurvey data, in aggregate and by discipline. Significant increases in all IPEC competency statements were seen, both in aggregate (100% of statements with p < 0.001) and in pharmacy (100% of statements with p < 0.001) and medicine subgroups (94% of statements with p < 0.001). Implementing large virtual IPE activities involving a complex patient case and SDOH significantly increased student IPEC competency outcomes for participating students, whether in aggregate or on a discipline-specific basis.

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Section: Discussionsupporting

confidence: 63%

Successful Development and Implementation of a Large Virtual Interprofessional Education Activity Applying the Social Determinants of Health

et al. 2022

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“…28,29 Researchers who have examined the impact of virtual IPE concluded that virtual experiences were successful in promoting interprofessional competencies among participating students. 28,[30][31][32] The virtual platform makes it possible to bring large numbers of students from multiple health professions and different geographical locations together in a collaborative space. Even as pandemic restrictions are lifted and in-person simulations and rotations have returned to curricula nationwide, the virtual platform provides a means of curating effective interprofessional (IP) experiences.…”

Section: Virtual Ipe Researchmentioning

confidence: 99%

“…Experiences have ranged from exposure to virtual towns, online learning communities, virtual interactive patients, virtual reality, and synchronous and asynchronous group forums 28,29 . Researchers who have examined the impact of virtual IPE concluded that virtual experiences were successful in promoting interprofessional competencies among participating students 28,30–32 . The virtual platform makes it possible to bring large numbers of students from multiple health professions and different geographical locations together in a collaborative space.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a virtual interprofessional oral‐systemic health simulation experience in nursing, dentistry, medicine, and pharmacy education

Roitman,

Haber,

Cipollina

et al. 2024

Journal of Dental Education

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PurposeThe annual teaching oral‐systemic health (TOSH) virtual clinical simulation and case study activity exposes interprofessional teams of nurse practitioner, nurse midwifery, dental, medical, and pharmacy students to a virtual clinical simulation experience that uses oral‐systemic health as a clinical exemplar for promoting interprofessional core competencies. The present study examines changes in participating students’ self‐reported interprofessional competencies following participation in virtual TOSH from 2020 to 2022. These findings are also compared to those from in‐person TOSH (2019) to examine the equivalence of student outcomes of both the in‐person and virtual programs.MethodsA pre‐ and post‐test evaluation design was used to examine the effectiveness of exposure to the TOSH program on self‐reported attainment of interprofessional competencies for participating students using the interprofessional collaborative competency attainment scale.ResultsAnalysis of pre‐ and post‐surveys demonstrated statistically significant improvement in students’ self‐rated interprofessional experience competencies following the virtual TOSH program, which aligns with results from the in‐person cohorts. Similar findings between the in‐person and virtual cohorts indicated no statistically significant difference between the two formats.ConclusionThese findings demonstrate the success of TOSH in promoting attainment of interprofessional competencies among future health professionals. We encourage administrators and faculty who lead health professional programs to take advantage of using virtual simulations as an integral component of interprofessional oral health clinical experiences where students from different health professions learn from and about each other in assessing and treating patients across the lifespan.

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“…Virtual IPE often recreates the interpersonal interactions and engagement that lead to learning in the clinical workplace. 9,[23][24][25] Workplace learning theory, in particular Dornan's 'Experience-Based Learning' (ExBL) model, may therefore also be relevant. [26][27][28][29] The ExBL model details the context, process and outcome of learning in the clinical setting, describing how health professions learners engage in 'supported participation in practice' influenced by the contextual factors of interpersonal interactions and curriculum factors.…”

Section: Introductionmentioning

confidence: 99%

“…Virtual IPE often recreates the interpersonal interactions and engagement that lead to learning in the clinical workplace 9,23–25 . Workplace learning theory, in particular Dornan's ‘Experience‐Based Learning’ (ExBL) model, may therefore also be relevant 26–29 .…”

Section: Introductionmentioning

confidence: 99%

Building a theoretical model for virtual interprofessional education

et al. 2022

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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.

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Comparison of an In-Person versus a Virtual Interprofessional Education Activity Focused on Professional Communication

Cited by 12 publications

References 12 publications

Successful Development and Implementation of a Large Virtual Interprofessional Education Activity Applying the Social Determinants of Health

Successful Development and Implementation of a Large Virtual Interprofessional Education Activity Applying the Social Determinants of Health

Evaluation of a virtual interprofessional oral‐systemic health simulation experience in nursing, dentistry, medicine, and pharmacy education

Building a theoretical model for virtual interprofessional education

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