Assessing the Effectiveness of Online Interprofessional Education Simulations: A Pre-Post Comparison of Student Learning

Document Type : Special Report

Authors

1 Department of Medical Education, East Tennessee State University, Quillen College of Medicine, Johnson City, TN, USA

2 Department of Public Health Sciences, Penn State University, College of Medicine, Hershey, PA, USA

Abstract

Historically, most interprofessional simulations with standardized patients have occurred via face-to-face encounters; however, the COVID-19 pandemic necessitated rapid pivoting to (re)create meaningful, online experiences for individuals separated due to social distancing. This study integrated e-learning strategies into a simulation scenario where interprofessional learners worked collaboratively online to care for a standardized patient presenting with subacute stroke symptoms. E-learning strategies emphasized “real world” applicability (e.g., telehealth), encouraged asynchronous self-directed learning, required learners to incorporate previous educational knowledge, built communities of learning, necessitated completion of team-based deliverables, and included “elements of surprise” to evoke emotions. A total of 376 students participated in the online simulation, from medicine, nursing, occupational therapy, physical therapy, physician assistant, and social work programs. Matched pre- and post-session responses to a validated instrument assessing interprofessional values and interactions were available for 319 students (85%). Statistically significant advancements in self-reported skills were apparent in students’ pre- to post-session responses for both the interprofessional interactions and values domains of the Interprofessional Education Collaborative (IPEC) self-assessment tool (P<0.001). Incorporating e-learning strategies into a complex simulation conducted online via Zoom was effective in helping students achieve desired interprofessional competencies. 

Highlights

Caleb Brown (Google Scholar)

Kelly Karpa (Google Scholar)

Keywords

References

  1. Karpa K, Pinto C, Possanza A, Dos Santos J, Snyder M, Salvadia A, et al. Stroke Simulation Activity: A Standardized Patient Case for Interprofessional Student Learning. MedEdPORTAL. 2018;14. doi: 10.15766/mep_2374-8265.10698. PubMed PMID: 30800898; PubMed Central PMCID: PMC6342397.
  2. Pinto C, Possanza A, Karpa K. Examining student perceptions of an inter-institutional interprofessional stroke simulation activity. J Interprof Care. 2018;32(3):391-394. doi: 10.1080/13561820.2017.1405921. PubMed PMID: 29265894.
  3. Core Competencies for Interprofessional Collaborative Practice: 2016 Update [Internet]. Available from: https://www.ipecollaborative.org/assets/2016-Update.pdf.
  4. Pappas C. 11 tips to engage and inspire adult learners [Internet]. ELearning Industry. 2014. Available from: https://elearningindustry.com/11-tips-engage-inspire-adult-learners.
  5. Malamed C. Get Your Audience Pumped: 30 Ways to Motivate Adult Learners [Internet]. The eLearning Coach. 2021 [cited 2021 Jul 16]. Available from: https://theelearningcoach.com/elearning_design/isd/30-ways-to-motivate-adult-learners.
  6. Cattaneo KH. Telling Active Learning Pedagogies Apart: from theory to practice. Journal of New Approaches in Educational Research. 2017 Jul 15;6(2):144–52. doi: 10.7821/naer.2017.7.237.
  7. Dow AW, DiazGranados D, Mazmanian PE, Retchin SM. An exploratory study of an assessment tool derived from the competencies of the interprofessional education collaborative. J Interprof Care [Internet]. 2014 Mar 4;28(4):299–304. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4562015.
  8. Tyler R, Danilova G, Kruse S, Pierce A. Innovations through Virtual Reality Simulation. Mo Med. 2021;118(5):422–5. PubMed PMID: 34658433; PubMed Central PMCID: PMC8504510.
  9. Wallett L, Chen W, Thomas L, Blaggan P, Ooi E, Zhou D, et al. Developing a simulation-based learning model for acute medical education during the COVID-19 pandemic with Simulation via Instant Messaging – Birmingham Advance (SIMBA). BMJ Open Qual. 2022;11(2):e001565. doi: 10.1136/bmjoq-2021-001565. PubMed PMID: 35396253; PubMed Central PMCID: PMC8995572.
  10. Shaver J. The State of Telehealth before and after the COVID-19 Pandemic. Primary Care: Clinics in Office Practice. 2022 Apr;49(4). doi: 10.1016/j.pop.2022.04.002. PubMed PMID: 36357058; PubMed Central PMCID: PMC9035352.
  11. Khanal L, Shah S, Koirala S. Exploration of preferred learning styles in medical education using VARK modal. Russ Open Med J. 2014 Sep 15;3(3):0305. doi: 10.15275/rusomj.2014.0305.
Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume 15, Issue 2
June 2024
Pages 117-125

Files

Share

How to cite

Statistics