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Online Virtual Reality Networked Control Laboratory Applied in Control Engineering Education

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Interprofessional learning and virtual communities: an opportunity for the future.

Mike Walsh¹, Mary van Soeren

¹Reader in Nursing, Faculty of Health and Wellbeing, University of Cumbria, Carlisle, UK. mh.walsh@cumbria.ac.uk

Journal of Interprofessional Care

|January 12, 2012

Summary

Interprofessional learning (IPL) is crucial for interprofessional care (IPC). Narrative-based virtual communities (VCs) offer an innovative educational model to enhance IPL by immersing learners in realistic healthcare scenarios.

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Online Explorative Study on the Learning Uses of Virtual Reality Among Early Adopters

Online Explorative Study on the Learning Uses of Virtual Reality Among Early Adopters

Published on: November 22, 2019

Area of Science:

Healthcare education
Medical informatics
Social work education

Background:

Growing advocacy for interprofessional care (IPC) necessitates educational advancements.
Interprofessional learning (IPL) is essential for effective IPC.
Traditional educational models may not fully prepare professionals for collaborative practice.

Purpose of the Study:

To propose narrative-based virtual communities (VCs) as an effective model for interprofessional learning (IPL).
To explore the fusion of narrative pedagogy with VCs to advance IPL.
To review the utility of specific multimedia VCs, "The Neighborhood" and "Stilwell", as IPL tools.

Main Methods:

Review of two multimedia virtual communities: "The Neighborhood" and "Stilwell".
Analysis of their application as tools for interprofessional learning.
Evaluation of early user feedback and outcomes.

Main Results:

Virtual communities provide an immersive and realistic learning environment.
These VCs effectively immerse learners from diverse professions into patient and provider contexts.
Early evaluations indicate positive outcomes for interprofessional learning.

Conclusions:

Narrative-based virtual communities represent a unique and innovative approach to IPL.
This model facilitates a deeper understanding and teaching of collaboration and partnerships.
Fusion of narrative pedagogy and VCs can significantly advance the IPL agenda.