Using electronic cases to teach healthcare professionals and students about interprofessionalism

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

“…Included studies Summary of included study outcomes Posel et al, 2008Richardson & Cooper, 2003Skorga, 2002 Critical debate not commonly exchanged Used for one-way direct communication Little specific information collected on the impact on learning objectives Web-conferencing N ¼ 8 (13.3%) Synchronous multicasting of curriculum resources mediated through the internet not necessarily involving video, such as webinars Anderson & Friedemann, 2010Berg, Wong, & Vincent, 2010Carbonaro et al, 2008Chen et al, 2009Kinghorn, 2005Liu et al, 2004Meyer et al, 2005Robinson et al, 2011 Useful as a tool for rich two-way communication Satisfaction and post-activity selfrated skill assessments were typically positive In two cases, web-conference enabled observer ratings; learners were able to demonstrate learned skills in real time Multimedia video N ¼ 8 (13.3%) Asynchronous video media exchange Carbonaro et al, 2008Chen et al, 2009Luke et al, 2009MacDonald, Stodel, & Chambers, 2008Posel et al, 2008van Soeren, Devlin-Cop, Maude MacMillan, & Reeves, 2012 Videos frequently used to offer on-demand demonstration of clinical/collaboration skills In two cases, learners' session was videotaped to provide learners with feedback Some learner feedback indicated that in some cases access to video clips was problematic Video content enhanced interactivity and realism of curricula Instant messaging N ¼ 6 (10.0%) Synchronous text or other messaging delivered directly to learners in real time Lo et al, 2012Meyer et al, 2005Richardson & Cooper. 2003Robinson et al, 2011Skorga, 2002 Use of instant messaging often accompanied by other ICTs, with positive learner reaction Learners supported use of instant messaging where verbal contact is unnecessary or cumbersome More applicable to clinical settings Websites N ¼ 5 (8.3%) Websites providing on-demand access to curricular materials Bendz et al, 2001Brown et al, 2006DeBate et al, 2009Walsh & van Soeren, 2012 Studies often referred to web-based LMSs, with similarly positive feedback Web-based courses rated favorably on accessibility, readability and usefulness Websites...…”

Technology-enhanced learning: conquering barriers to interprofessional education

“…High‐quality materials are needed to encourage students to engage in reflection and the dialogical thinking that promotes positive attitudinal change and development with respect to IPL. Research confirms that electronic case studies are effective in developing interprofessional care plans and promoting IPL 6 . E‐resources developed within the CIPeL have taken a range of different forms; one of the most common being the ‘patient journey’ 7 .…”

Learning and Caring in Communities of Practice: Using Relationships and Collective Learning to Improve Primary Care for Patients with Multimorbidity

“…29 When systematized, such cases and the practice experience that derives from them are reifi ed into interactive Web-based versions, or e-cases, to support active participation in a virtual environment and promote learning within interprofessional teams. 30 Figure 2 illustrates how an e-case could be developed and used by community members.…”

“…Your group has a coordinator who organizes your care plans, professional approaches, and discussions into electronic case formats (e-cases) that can be circulated among group members, archived for medical students' learning, and adapted for patient use. 30 You also have a librarian or information specialist 31 privy to the group discussions who can synthesize information from the literature to inform refl ection and decision making within your group. [32][33][34][35] This kind of scenario and the learning community that emerges from it form the basis of what Wenger calls a Community of Practice: "a group of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise by interacting on an ongoing basis.…”

“…These collaborative processes facilitate the transition from uniprofessional care plans into interprofessional care plans and foster an iterative learning process that combines structure with renewed improvisations in the face of uncertainty, uniqueness, and confl icting values. 30,40,43,49,55,58,63,[75][76][77] Given the potential for group case-based learning, refl ective practice sessions could be fi lmed for further review and improvements, as well as a basis for student learning. …”