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Large-Scale Asynchronous Online Interprofessional Learning Experience.
Laura J Smith1, Frank J Ascione, Mary C Ruffolo
1Physical Therapy Dep., University of Michigan-Flint, 2157 Wm. S. White Building, 509 N. Harrison Street, Flint, MI 48502, USA. Tel 810-762-3373, fax 810-766-6668. johlaur@umich.edu.
Journal of Allied Health
|December 5, 2019
Summary
Online interprofessional education (IPE) modules were found useful by health profession students. This asynchronous online approach with optional synchronous sessions can deliver foundational IPE content effectively.
Area of Science:
- Health Professions Education
- Interprofessional Education (IPE)
- Online Learning
Background:
- Interprofessional education (IPE) is increasingly integrated into health professions programs.
- Large universities face challenges in providing foundational IPE to diverse student populations.
- Online asynchronous IPE with optional synchronous discussion offers a scalable solution.
Purpose of the Study:
- Describe the implementation of an online IPE module at a large university.
- Explore the relationship between IPE activities and student-perceived usefulness.
- Provide recommendations for developing future online IPE experiences.
Main Methods:
- Developed a 4-activity online asynchronous IPE module.
- Administered a post-module questionnaire assessing demographics and perceived usefulness.
- Included retrospective pre/post assessment of key IPE concepts.
Main Results:
- 1,017 students from 8 health professions programs participated.
- Reading posts (77.4%) and watching videos (71.4%) were highly rated as useful.
- Self-reflection (67.1%) and 6-word messages (59.4%) were also found useful by a majority.
Conclusions:
- Most students found the online asynchronous IPE module activities useful.
- Online programs combining asynchronous and optional synchronous elements are viable for foundational IPE.
- This model can effectively deliver essential interprofessional learning.
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