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Related Experiment Videos

Online interprofessional learning: the student experience.

Margaret E Miers1, Brenda A Clarke, Katherine C Pollard

  • 1Faculty of Health and Social Care, University of the West of England-Bristol, Glenside Campus, Blackberry Hill, Stapleton, Bristol, UK. Margaret.Miers@uwe.ac.uk

Journal of Interprofessional Care
|September 25, 2007
PubMed
Summary
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This study explored health and social care students' experiences in an online interprofessional module. Findings indicate that while students valued peer review and collaboration, they expressed apprehension towards technology and critiquing peers.

Area of Science:

  • Education
  • Health Sciences
  • Social Sciences

Background:

  • Interprofessional education (IPE) is crucial for healthcare training.
  • Online learning platforms are increasingly used in higher education.
  • Assessing student engagement in online collaborative environments presents unique challenges.

Purpose of the Study:

  • To evaluate the student experience of an online interprofessional module.
  • To examine participation levels and group dynamics in online discussions.
  • To assess the effectiveness of peer review in an online IPE context.

Main Methods:

  • Analysis of discussion board contributions from 48 students in 10 online groups.
  • Qualitative interviews with 20 students to explore their experiences.

Related Experiment Videos

  • Evaluation of student engagement with technology and peer review processes.

    • Main Results:

    • Varied participation levels were observed among individuals and groups.
    • Students reported both benefits and drawbacks regarding online learning and technology use.
    • Supportive interactions were common, but critical debate was limited due to sensitivity.
    • Peer review was beneficial but uncomfortable for students.
    • Online collaboration and knowledge sharing between different professions were successful.

    Conclusions:

    • Online interprofessional modules can facilitate collaboration and knowledge sharing among diverse health and social care students.
    • Addressing student apprehension towards technology and peer critique is essential for optimizing online IPE.
    • Group leadership plays a role in maintaining student motivation and task completion.