E-Learning with virtual teammates: A novel approach to interprofessional education.
The Institute of Medicine identified interprofessional education (IPE) as a key innovation for achieving the triple aim of better care, better outcomes, and reduced healthcare costs. Yet, a shortage of qualified faculty and difficulty with aligning learners’ schedules often prevent sustainable and s...
| Published in: | Journal of Interprofessional Care Vol. 29; no. 5; pp. 476 - 483 |
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| Main Authors: | , , , , , , |
| Format: | research tables/charts Journal Article |
| Published: |
Taylor & Francis Ltd
Sep2015
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=110221197&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 110221197 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13561820 57N jtl: Journal of Interprofessional Care issn: 13561820 maglogo: Y pubinfo: dt: Sep2015 vid: 29 iid: 5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 110221197 110221197 110221197 10.3109/13561820.2015.1030068 NLM26120894 110221197 ppf: 476 ppct: 7 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: E-Learning with virtual teammates: A novel approach to interprofessional education. aug: au: Djukic, Maja Adams, Jennifer Fulmer, Terry Szyld, Demian Lee, Sabrina Oh, So-Young Triola, Marc affil: College of Nursing, New York University, New York, NY, USA sug: subj: Education, Interdisciplinary Students, Medical Students, Nursing Education, Non-Traditional Computer-Assisted Instruction Human Pretest-Posttest Design T-Tests Comparative Studies Student Attitudes Evaluation Prospective Studies Teamwork Evaluation Surveys Vignettes Scales Summated Rating Scaling Descriptive Statistics Coefficient alpha Data Analysis Software Hypothesis Funding Source ab: The Institute of Medicine identified interprofessional education (IPE) as a key innovation for achieving the triple aim of better care, better outcomes, and reduced healthcare costs. Yet, a shortage of qualified faculty and difficulty with aligning learners’ schedules often prevent sustainable and scalable IPE. A virtual IPE intervention was developed to circumvent these barriers and compared to a blended-learning IPE intervention. We used a pre-test and post-test design with two comparison interventions to test the effects of these IPE interventions on changes in teamwork knowledge, skills, and attitudes. The interventions were delivered to pre-licensure learners at a large, metropolitan medical and a nursing school. We used one-sample and independent-sample t-tests to analyze data from 220 learners who received the blended-learning intervention in 2011 and 540 learners who received the virtual learning intervention in 2012. The students in the blended-learning intervention did not significantly (p < 0.05) outperform the students in the virtual learning intervention for any of the measured outcomes, except for medical students’ attitudes around team value. Virtual IPE learning is an effective, scalable, and sustainable solution for imparting foundational teamwork knowledge in health profession students. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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