Using an online case conference to facilitate interprofessional learning

Santy, Julie; Beadle, Mary E.; Needham, Yvonne

doi:10.1016/j.nepr.2008.11.004

Cited by 52 publications

(16 citation statements)

References 28 publications

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“…Some researchers have investigated the delivery of IPE using asynchronous (non-real time) team discussion forums. While challenges such as differing levels of participation between individuals and groups have been reported (Miers et al 2007), positive outcomes have been noted including sharing professional knowledge (Miers et al 2007), enjoying the learning experience (Santy et al 2009), engagement in collaborative problem-solving and learning about each other's roles (e.g. Solomon & King 2010).…”

Section: Introductionmentioning

confidence: 99%

Facilitators’ experience of delivering asynchronous and synchronous online interprofessional education

et al. 2014

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Section: Introductionmentioning

confidence: 99%

Facilitators’ experience of delivering asynchronous and synchronous online interprofessional education

et al. 2014

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“…However, a number of challenges arise in organizing IPE at the pre-and post-licensure level, including the logistical barriers associated with scheduling interprofessional learning activities across different programs and often different geographical sites (Cain & Chretien, 2013;Santy et al, 2009;. IPE at the post-licensure level presents a number of additional challenges, such as increased workload, shift work logistics, and staff distribution across different clinical sites in urban, rural, and remote areas.…”

Section: Discussionmentioning

confidence: 99%

“…Only professions that were involved in five or more reviewed studies are presented in Table IV. Carbonaro et al, 2008Chen, Klein, & Minor, 2009Clouder et al, 2011Connor, 2003Djukic et al, 2012Juntunen & Heikkinen, 2004Kinghorn, 2005Kovacich, 1996Luke et al, 2009Lund, Lam, & Parks, 2002Meyer et al, 2005Miers et al, 2007Richardson & Cooper, 2003Robinson, Hills, & Kelly, 2011Santy et al, 2009Schonfield & Spetman, 2007Skorga, 2002Solomon & King, 2010 Asynchronous discussions appeared as a technology-mediated instructional modality for IPE more often than any other in the reviewed studies Most studies reported positive outcomes at the reaction level (1) measured by questionnaires, surveys, focus groups, and interviews. Bendz et al (2001) hosted online discussions with students and learners, concluding that the online course was ''useful and very interesting,'' but that technical difficulties impeded the learning process.…”

Section: Level 1: Reactionmentioning

confidence: 99%

“…These technologies can include computers, the Internet, broadcasting technologies (radio and television), and telephony. Online learning, as an example, has been identified as an alternative and interactive method for overcoming some of the scheduling and geographical challenges associated with facilitating interprofessional learning (Barr et al, 2005;Casimiro, MacDonald, Thompson, & Stodel, 2009;Santy, Beadle, & Needham, 2009;Stew, 2005). Social media applications have also been identified as having great potential for facilitating interprofessional learning and overcoming some of the logistical challenges associated with organizing IPE (Cain & Chretien, 2013).…”

Section: Introductionmentioning

confidence: 99%

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The use of information and communications technologies in the delivery of interprofessional education: A review of evaluation outcome levels

Curran

Reid

Reis

et al. 2015

Journal of Interprofessional Care

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Interprofessional education (IPE) in health and human services educational and clinical settings has proliferated internationally. The use of information and communication technologies (ICTs) in the facilitation of interprofessional learning is also growing, yet reviews of the effectiveness of ICTs in the delivery of pre- and/or post-licensure IPE have been limited. The current study's purpose was to review the evaluation outcomes of IPE initiatives delivered using ICTs. Relevant electronic databases and journals from 1996 to 2013 were searched. Studies which evaluated the effectiveness of an IPE intervention using ICTs were included and analyzed using the Barr et al. modified Kirkpatrick educational outcomes typology. Fifty-five studies were identified and a majority reported evaluation findings at the level 1 (reaction/satisfaction). Analysis revealed that learners react favorably to the use of ICTs in the delivery of IPE, and ICT-mediated IPE can lead to positive attitudinal and knowledge change. A majority of the studies reported positive evaluation outcomes at the learner satisfaction level, with the use of web-based learning modalities. The limited number of studies at other levels of the outcomes typology and deficiencies in study designs indicate the need for more rigorous evaluation of outcomes in ICT-mediated IPE.

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“…Assim, mesmo sendo a modalidade EAD incipiente no ensino de enfermagem no Brasil, há relatos de franca expansão de ações em outros países os quais procuram atingir todos os segmentos do ensino com diferentes recursos tecnológicos (17)(18)(19)(20). Nesses países são utilizados TED no ensino presencial e atividades na modalidade EAD, com diferentes orientações pedagógicas.…”

Section: Discussão E Conclusãounclassified

Utilização De Tecnologias Educacionais Digitais No Ensino De Enfermagem

et al. 2013

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RESUMOEstudo exploratório quantitativo que teve como objetivo descrever a utilização de tecnologias educacionais digitais (TED) no ensino de enfermagem em Instituições de Ensino Superior (IES). Amostra constituída por dez coordenadores e 55 professores de cursos de Enfermagem do Estado do Rio Grande do Sul. Os dados foram analisados pela estatística descritiva. Os resultados apontaram que houve apoio para desenvolvimento de TED em 90% das Instituições, das quais 77,8% têm setores especializados na produção de material. Três (30%) cursos de graduação oferecem disciplina a distância e 47,3% dos professores fizeram curso de qualificação. O recurso mais usado pelos professores em aula é o vídeo (82,4%). Concluiu-se que as IES oferecem infraestrutura tecnológica e/ou pedagógica para o atendimento da demanda crescente no uso da informática no ensino, no entanto, ações em educação a distância ainda são limitadas no ensino da Enfermagem, destacando o uso das TED no ensino presencial.Palavras chave: Educação em Enfermagem,tecnologia educacional, educação a distância, internet. ABSTRACTQuantitative exploratory study aimed to describe the use of digital educational technologies (DET) on nursing education in Under Graduation Institutions (UGI). Sample constituted of ten coordinators and 55 teachers of Nursing Courses in the State of Rio Grande do Sul. Data were analyzed using descriptive statistics. The results showed that there was support for development of DET in 90% of the Institutions, of which 77.8% have special-

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Using an online case conference to facilitate interprofessional learning

Cited by 52 publications

References 28 publications

Facilitators’ experience of delivering asynchronous and synchronous online interprofessional education

Facilitators’ experience of delivering asynchronous and synchronous online interprofessional education

The use of information and communications technologies in the delivery of interprofessional education: A review of evaluation outcome levels

Utilização De Tecnologias Educacionais Digitais No Ensino De Enfermagem

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