Dental hygiene and public health students’ perception of an online interprofessional education applied learning activity

Claiborne, Denise M; Durgampudi, Praveen; Patel, Priyanka; Akpinar‐Elci, Muge

doi:10.1002/jdd.12729

Cited by 5 publications

(4 citation statements)

References 22 publications

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“…However, the outcomes reported for these experiences were limited to measuring students’ perceptions, attitude or knowledge not their behaviours. Other literature about online IPE interventions has also involved measuring student perception, attitude or knowledge mainly through the use of self-assessment tools [ 30 , 34 − 37 ]. However, these studies articulated an ambition in future research to measure student behavioural improvement and the impact on patient outcome [ 35 ] Our study has achieved these ambitions.…”

Section: Discussionmentioning

confidence: 99%

A pilot study evaluating the feasibility of assessing undergraduate pharmacy and medical students interprofessional collaboration during an online interprofessional education intervention about hospital discharge

Almoghirah,

Illing,

Nazar

et al. 2023

BMC Med Educ

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Background Interprofessional education (IPE) has been identified as a strategy towards improving competence at interprofessional working and collaboration within teams. Entrustable professional activities (EPAs) provide a framework for translating competencies into elements of clinical practice, some of which in healthcare are inherently interprofessional. However, it is challenging to reconcile that entrustment decisions about student competence in an interprofessional activity are made about an individual without considering the dynamics and tensions between interprofessional team members and the task itself. This can influence students’ development and demonstration of competence at interprofessional collaboration. Methods In this study, undergraduate medical and pharmacy students worked in pairs online (Zoom) to undertake the hospital discharge process (a professional activity reliant on interprofessional collaboration) for a simulated patient, producing a hospital discharge letter and completing a consultation with the simulated patient. The online sessions were recorded and interprofessional behaviours were assessed using a validated scale completed by an interprofessional assessment team. Students undertook this IPE intervention three times after receiving feedback and a period of reflection each time. Results Eighteen students participated across the entire intervention and 27 one-hour online IPE sessions were completed and recorded. Students demonstrated statistically significant improvements in interprofessional behaviours across the three iterations (p < 0.05 for all the sessions). The discharge letter students produced also improved over the three sessions (p = 0.01). Students found the educational sessions useful and relevant. Conclusion This online IPE intervention provided the students with an authentic opportunity to work collaboratively. At the end of each iteration, students received feedback about their work as a team and about the discharge letter, helping students to reflect and purposefully develop their performance. The IPE intervention with this assessment strategy is feasible and allows student development to be captured but has proved to be time and resource intensive.

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Section: Discussionmentioning

confidence: 99%

A pilot study evaluating the feasibility of assessing undergraduate pharmacy and medical students interprofessional collaboration during an online interprofessional education intervention about hospital discharge

Almoghirah,

Illing,

Nazar

et al. 2023

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…Providing students with personal feedback enables feedforward as advised in literature [31][32][33]. In the main, previous IPE interventions have been a one-off session or delivered in a longitudinal manner and the students were assessed either using pre/post or just post assessment [34][35][36][37][38][39][40]. Students in these studies did not receive feedback nor were they facilitated to reflect on their performance and given another opportunity to put the feedback into practice as in our intervention.…”

Section: Discussionmentioning

confidence: 99%

“…The authentic learning experience with a simulated patient and adopting the premise of EPAs was positively received and our multi-assessment approach allowed us to successfully capture the impact of the IPE intervention across most of Kirkpatrick/Barr evaluation levels. Other similar studies have generally focused on assessing if the IPE activities impacted learners across one or two specific levels of Kirkpatrick/Barr evaluation model; either learner's reaction, modification of attitudes and perceptions, behavioural change, or patient benefit [34][35][36][37][38][39][40].…”

Section: Discussionmentioning

confidence: 99%

A qualitative study to explore student learning and development of interprofessional collaboration during an online interprofessional education intervention

Almoghirah,

Illing,

Nazar

2023

BMC Med Educ

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Interprofessional education (IPE) during undergraduate education and training has been found to improve collaboration between health care students. This supports interprofessional working in clinical practice to enhance patient safety and care delivery.Undergraduate students from pharmacy and medical programmes worked online in pairs to review notes of hospital patients due to be discharged. Students were tasked to complete a discharge letter and undertake an online consultation with a simulated patient prior to discharge. Online interactions were recorded and assessed using a validated tool to measure interprofessional professionalism. Students undertook this intervention in different pairings with different patient cases for three iterations after receiving feedback and undertaking a reflective exercise.The aim was to investigate the student learning and development that could be used to inform intervention optimisation and scale-up.Qualitative data were collected from different sources. Method triangulation was employed to develop a comprehensive understanding of the student learning and development. Data was collected from written feedback provided by the assessment team, student reflections on their performance, and from semi-structured interviews conducted with the student pairs and one to one with the assessment team. Content and thematic analysis was used to analyse these data and the Kirkpatrick/Barr evaluation model provided a framework to organise the themes.Eighteen students (nine from each professional programme) completed the study and a total of 27 IPE sessions were conducted. The assessment team completed 54 assessment tools and 31 student reflections were received (from a maximum of 36). Students were interviewed in their interprofessional pairs to yield nine interview transcripts and one interview was conducted with the assessment team.Students reported and were observed to improve in interprofessional collaboration over the three iterations following feedback and rehearsal opportunities. Longitudinal observation and assessment of student interprofessional working in changing teams provided the opportunity to capture the influence of interdependence on student performance and assessment of competence.

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“…Moreover, online training already served as a platform for training and continuing medical education for HCWs in the other settings. 14 , 15 Therefore, the dissemination of information on AEFI surveillance using digital and network technology was practical and should be considered as soon as possible.…”

Section: Discussionmentioning

confidence: 99%

Barriers to healthcare workers reporting adverse events following immunization in Zhejiang province, China

Pan

Wang

et al. 2022

Human Vaccines & Immunotherapeutics

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Objectives A cross-sectional survey was conducted among healthcare workers (HCWs) to assess their knowledge, attitude, and reporting behavior in adverse event following immunization (AEFI) surveillance as well as to identify barriers. Methods A simple random sample of 170 vaccination clinics was selected and one HCW was informed to participate in this survey in each selected vaccination clinic. The survey was developed using a secure online platform and consisted of a structured online questionnaire. The distributions of the respondents’ characteristics were presented. Training status, knowledge, attitude, and reporting behavior were compared between sub-groups of HCWs. Barriers and suggestions on AEFI reporting were also summarized. Results Of the 170 surveyed HCWs, 61.76% received the training on AEFI surveillance while 15.88% had no AEFI training at all. The higher level of knowledge and the more positive attitude and reporting behavior on AEFI surveillance were observed among HCWs with the longer working duration on AEFI surveillance, or among HCWs who received the training. The most critical barrier to reporting an AEFI was ‘not being sure if the AEFI is related to the vaccine’ (122, 71.76%). Other barriers were: ‘I do not want to raise unnecessary public alarm about a vaccine’ (105, 61.76%); ‘reporting form or other method being too complicated’ (65, 38.23%). Conclusion The study findings highlighted the need to prioritize training on AEFI surveillance for HCWs. It is recommended that the development of the targeted interventions to strengthen AEFI surveillance system be required based on the barriers found in this study.

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Dental hygiene and public health students’ perception of an online interprofessional education applied learning activity

Cited by 5 publications

References 22 publications

A pilot study evaluating the feasibility of assessing undergraduate pharmacy and medical students interprofessional collaboration during an online interprofessional education intervention about hospital discharge

A pilot study evaluating the feasibility of assessing undergraduate pharmacy and medical students interprofessional collaboration during an online interprofessional education intervention about hospital discharge

A qualitative study to explore student learning and development of interprofessional collaboration during an online interprofessional education intervention

Barriers to healthcare workers reporting adverse events following immunization in Zhejiang province, China

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