Examining online international health professions education: a mixed methods review of barriers, facilitators, and early outcomes.
Background: Access to quality healthcare education across the world is disproportionate. This study explores the potential for Cardiovascular Perfusion education to be delivered online to reach international students. Methods: Exploratory mixed methods were used to identify the barriers, facilitator...
| Publicado en: | Journal of Extra-Corporeal Technology Vol. 56; no. 1; pp. 2 - 10 |
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| Autores principales: | , , , |
| Formato: | Journal Article |
| Publicado: |
AMSECT
Mar2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=176372683&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 176372683 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00221058 IKS jtl: Journal of Extra-Corporeal Technology issn: 00221058 maglogo: N pubinfo: dt: Mar2024 vid: 56 iid: 1 pid: 13709 pub: AMSECT place: Chicago, Illinois artinfo: ui: 176372683 10.1051/ject/2023044 176372683 ppf: 2 ppct: 8 formats: tig: atl: Examining online international health professions education: a mixed methods review of barriers, facilitators, and early outcomes. aug: au: Dell'Aiera, Laura Fitzgerald, David Fisher, David Gill, Norman W. affil: Medical University of South Carolina, Division of Cardiovascular Perfusion, Charleston, SC 29425, United States sug: ab: Background: Access to quality healthcare education across the world is disproportionate. This study explores the potential for Cardiovascular Perfusion education to be delivered online to reach international students. Methods: Exploratory mixed methods were used to identify the barriers, facilitators, and early outcomes of online international health professions education. Results: Qualitative analysis yielded four primary and nine subthemes. Multiple interventions were implemented in the planning of a novel online international Extracorporeal Science (ECS) program based on these themes. Quantitative data from the first semester of the new ECS program was collected along with data from the traditional entry-level program and historic data from previous entry-level cohorts. No significant correlations or differences were found between students. Student satisfaction surveys were determined to be equivalent for each group. Mixed data analysis revealed exceptional student satisfaction in areas where qualitative feedback was incorporated into the program design. Conclusions: Online international education may be a viable option in the health professions. Barriers and facilitators to this mode of education were identified and utilized in designing one such program. Early outcomes from the novel ECS program reveal that student performance and satisfaction are equivalent to those of a traditional in-person training program. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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