Improving interprofessional competence in undergraduate students using a novel blended learning approach

Area of Science:

• Healthcare Education
• Simulation Technology
• Interprofessional Practice

Background:

• Traditional interprofessional simulation requires significant resources and presents scheduling challenges.
• Implementing interprofessional education interventions is often hindered by logistical difficulties in coordinating participants.
• Virtual environments offer a potential solution to overcome these logistical barriers.

Purpose of the Study:

• To explore the effectiveness of virtual simulations in overcoming scheduling challenges for interprofessional learning.
• To assess the impact of a blended learning environment on interprofessional competencies.
• To evaluate changes in interprofessional attitudes and perceived competence using virtual and traditional simulations.

Main Methods:

• A 2-day workshop was conducted with 60 recent graduates from nursing, paramedic, police, and child and youth services.
• Participants engaged in a blended learning environment including virtual (Web.Alive™), traditional face-to-face, and online experiences.
• Interprofessional competence was measured through pre- and post-workshop attitude changes, self-perceived competence, and observer ratings in clinical simulations.

Main Results:

• Significant improvements in interprofessional competence were observed across all measured outcomes from baseline to post-intervention.
• Learners demonstrated enhanced interprofessional attitudes and self-perceived competence.
• Observer ratings indicated improved performance in clinical simulations following the intervention.

Conclusions:

• A blended learning environment incorporating virtual simulations is an acceptable and effective method for developing interprofessional competencies.
• Virtual simulation interventions can successfully address the logistical challenges of scheduling interprofessional education.
• This approach shows promise for enhancing collaborative practice skills among diverse professional groups.