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Training and Assessing Interprofessional Virtual Teams Using a Web-Based Case System
Alan W Dow1, Peter A Boling, Kelly S Lockeman
1A.W. Dow is assistant vice president of health sciences for interprofessional education and collaborative care and professor of medicine, Virginia Commonwealth University School of Medicine, Richmond, Virginia. P.A. Boling is chair, Division of Geriatrics, and professor of medicine, Virginia Commonwealth University School of Medicine, Richmond, Virginia. K.S. Lockeman is assistant professor of medicine, Virginia Commonwealth University School of Medicine, Richmond, Virginia. P.E. Mazmanian is associate dean of assessment and evaluation studies and professor of medicine, Virginia Commonwealth University School of Medicine, Richmond, Virginia. M. Feldman is assistant professor of medicine, Virginia Commonwealth University School of Medicine, Richmond, Virginia. D. DiazGranados is assistant professor of medicine, Virginia Commonwealth University School of Medicine, Richmond, Virginia. J. Browning is director of academic information systems, Virginia Commonwealth University School of Medicine, Richmond, Virginia. A. Coe is a graduate student, Virginia Commonwealth University School of Pharmacy, Richmond, Virginia. R. Selby-Penczak is assistant professor of medicine, Virginia Commonwealth University School of Medicine, Richmond, Virginia. S. Hobgood is assistant professor of medicine, Virginia Commonwealth University School of Medicine, Richmond, Virginia. L. Abbey is associate professor of medicine, Virginia Commonwealth University School of Medicine, Richmond, Virginia. P. Parsons is associate professor of nursing and medicine, Virginia Commonwealth University School of Medicine, Richmond, Virginia. J. Delafuente is associate dean of academic affairs and professor of pharmacy, Virginia Commonwealth University School of Medicine, Richmond, Virginia. S.F. Taylor is instructor of occupational therapy, Virginia Commonwealth University School of Medicine, Richmond, Virginia.
A novel web-based case system effectively taught and assessed interprofessional virtual team competencies. Team performance improved significantly compared to individual efforts, highlighting the system's value for health professions education.
Area of Science:
- Health Professions Education
- Interprofessional Virtual Teams
- Health Informatics
Background:
- Clinical care increasingly relies on interprofessional virtual teams communicating asynchronously via technology.
- Health professions education must adapt to foster competency in both interprofessional practice and information technology.
- Developing effective teaching and assessment tools for these skills is crucial.
Purpose of the Study:
- To create and evaluate a Web-based case system for teaching and assessing interprofessional practice and information technology competencies.
- To measure the impact of a virtual team learning experience on student knowledge and collaboration.
Main Methods:
- A six-week geriatric learning experience was designed using a Web-based case system.
- Health professions students formed interprofessional virtual teams, accessing profession-specific information and collaborating asynchronously.
- Individual and team knowledge scores, along with case activity metrics (logins, posts, views), were tracked.
Main Results:
- 80 teams (522 students) from medicine, nursing, pharmacy, and social work participated.
- Team knowledge scores were significantly higher than individual scores (P < .001).
- Higher knowledge scores correlated with increased case activity, particularly message board posts/replies.
Conclusions:
- The Web-based case system offers a new method for teaching and assessing virtual interprofessional team competencies.
- This system demonstrates potential as a valuable tool for evaluating interprofessional practice skills.
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