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Related Experiment Video

Updated: Dec 8, 2025

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Synchronous virtual interprofessional education focused on discharge planning.

Bethany Robertson1, Carrie McDermott2, Jessica Star3

  • 1Associate Professor, Clinical, Emory University Nell Hodgson Woodruff School of Nursing, United States.

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|September 23, 2020
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Summary

Virtual interprofessional education (IPE) successfully engaged nursing and medical students in discharge planning, meeting key competencies. This online format offers a flexible alternative for health professions training.

Keywords:
Discharge planningIPEC competenciesInter-professional educationVirtual

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Area of Science:

  • Health Professions Education
  • Medical Education
  • Nursing Education

Background:

  • COVID-19 pandemic necessitated remote learning solutions for health professions students.
  • Traditional in-person interprofessional education (IPE) activities were significantly disrupted.
  • Discharge planning is a critical area for interprofessional collaboration.

Purpose of the Study:

  • To adapt a planned in-person IPE activity on discharge planning to a virtual synchronous format.
  • To assess the effectiveness of virtual IPE in achieving Interprofessional Education Collaborative (IPEC) competencies.
  • To evaluate student engagement and learning in a remote IPE setting.

Main Methods:

  • A 90-minute synchronous virtual session via Zoom was conducted for 28 nursing and 11 medical students.
  • Students received pre-readings, agenda, learning objectives, and discussion questions.
  • The session included introductions, breakout group discussions facilitated by faculty and experienced students, and a debrief.
  • Post-session surveys and qualitative analysis were used for evaluation.

Main Results:

  • Students successfully addressed core IPEC competencies related to Role/Responsibility and Interprofessional Communication.
  • Evidence suggested students also touched upon other IPEC competencies.
  • Qualitative analysis indicated students generally enjoyed the virtual learning experience.
  • The virtual format simplified scheduling and enabled the activity to proceed despite pandemic restrictions.

Conclusions:

  • Synchronous virtual IPE sessions are a viable and effective method for health professions education.
  • This online approach can successfully facilitate learning of essential interprofessional competencies like discharge planning.
  • The virtual format offers logistical advantages and may serve as a valuable model for future IPE activities.