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Does Online Interprofessional Case-Based Learning Facilitate Collaborative Knowledge Construction?

Endang Lestari1, Dian Apriliana Rahmawatie1, Catur Leny Wulandari2

  • 1Department of Medical Education, Faculty of Medicine, Universitas Islam Sultan Agung, Semarang, Central Java, Indonesia.

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Summary

Online interprofessional case-based learning (CBL) effectively facilitated collaborative knowledge construction among health professional students. However, students perceived offline practice as superior for team bonding, suggesting a hybrid model for future interprofessional education (IPE).

Keywords:
CBLIPEMPARSMaastricht Peer Activity Rating Scalecase-based learninginterprofessional educationonline learning

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Area of Science:

  • Health Professions Education
  • Online Learning
  • Collaborative Learning

Background:

  • The COVID-19 pandemic necessitated a shift to online learning in health professional education.
  • Interprofessional education (IPE) programs, crucial for collaborative practice, were adapted to an online format.
  • Evaluating the effectiveness of online interprofessional case-based learning (CBL) is essential.

Purpose of the Study:

  • To evaluate students' collaborative knowledge construction in an online interprofessional CBL setting.
  • To assess the effectiveness of online IPE activities during the pandemic.

Main Methods:

  • An interventional study involving 476 health professional students (medical, midwifery, nursing).
  • Utilized quantitative (Maastricht Peer Activity Rating Scale) and qualitative (Focus Group Discussion) methods.
  • Students participated in online mixed-profession groups for CBL.

Main Results:

  • Students demonstrated average to high scores in constructive, collaborative, and motivational activities.
  • Medical students achieved the highest scores, while nursing students scored lowest across all metrics.
  • Qualitative analysis revealed themes related to online IPE experiences and perceptions.

Conclusions:

  • Online interprofessional CBL supports collaborative knowledge construction in health professions education.
  • Students expressed a preference for offline practice to enhance team bonding.
  • A hybrid online-offline learning model is suggested for future IPE implementation.