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Brown, Caleb, Latimer, Emory, Lehman, Erik, Karpa, Kelly. (1403). Assessing the Effectiveness of Online Interprofessional Education Simulations: A Pre-Post Comparison of Student Learning. سامانه مدیریت نشریات علمی, 15(2), 117-125. doi: 10.30476/ijvlms.2024.100737.1271
Caleb Brown; Emory Latimer; Erik Lehman; Kelly Karpa. "Assessing the Effectiveness of Online Interprofessional Education Simulations: A Pre-Post Comparison of Student Learning". سامانه مدیریت نشریات علمی, 15, 2, 1403, 117-125. doi: 10.30476/ijvlms.2024.100737.1271
Brown, Caleb, Latimer, Emory, Lehman, Erik, Karpa, Kelly. (1403). 'Assessing the Effectiveness of Online Interprofessional Education Simulations: A Pre-Post Comparison of Student Learning', سامانه مدیریت نشریات علمی, 15(2), pp. 117-125. doi: 10.30476/ijvlms.2024.100737.1271
Brown, Caleb, Latimer, Emory, Lehman, Erik, Karpa, Kelly. Assessing the Effectiveness of Online Interprofessional Education Simulations: A Pre-Post Comparison of Student Learning. سامانه مدیریت نشریات علمی, 1403; 15(2): 117-125. doi: 10.30476/ijvlms.2024.100737.1271

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

Interdisciplinary Journal of Virtual Learning in Medical Sciences
مقاله 1، دوره 15، شماره 2، شهریور 2024، صفحه 117-125    اصل مقاله (521.43 K)
نوع مقاله: Special Report
شناسه دیجیتال (DOI): 10.30476/ijvlms.2024.100737.1271
نویسندگان
Caleb Brown1؛ Emory Latimer1؛ Erik Lehman2؛ Kelly Karpa* 1
1Department of Medical Education, East Tennessee State University, Quillen College of Medicine, Johnson City, TN, USA
2Department of Public Health Sciences, Penn State University, College of Medicine, Hershey, PA, USA
چکیده
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. 

تازه های تحقیق

Caleb Brown (Google Scholar)

Kelly Karpa (Google Scholar)

کلیدواژه‌ها
Education؛ Medical؛ Distance؛ Interprofessional Education؛ Simulation؛ Standardized Patients؛ Medical Education
مراجع
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