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Interprofessional team-based education: A comparison of in-person and online learner experiences by method of
Allison Shorten1, Brett Shorten2, Peter Bosworth2
1School of Nursing, University of Alabama at Birmingham (UAB), 1701 University Blvde., Birmingham 35294, United States; UAB Office of Interprofessional Curriculum, University of Alabama at Birmingham, 1701 University Blvde., Birmingham 35294, United States.
Background:
Building capacity for teamwork, communication, role clarification and recognition of shared values is essential for interprofessional healthcare workforce development. Requirements to demonstrate interprofessional practice competencies have coincided with pivots to online delivery. Comparison of in-person and online delivery models for interprofessional education is important for future curriculum design.
Purpose:
This article presents an evaluation of in-person and online delivery modes for interprofessional team-based education and compares learner experiences across different health professions.
Methods:
Students from 13 health professions (n = 2236) participated between Spring 2020 and Fall 2021. In-person and online delivery models were compared, assessing learner perceptions of efficacy for interprofessional practice, using reflective pre-post responses to the Interprofessional Collaborative Competency Attainment Scale (ICCAS).
Results:
Mean ICCAS scores improved for in-person and online delivery (0.79 vs 0.66), with strong effect (Cohen's D 2.03 and 1.31 respectively; p < 0.001). Statistically significant differences were observed across professions, although all experienced ICCAS score improvements. Logistical benefits were evident for online delivery.
Conclusion:
In-person and online interprofessional team-based education can provide valuable learner experiences for large student cohorts from multiple professions. ICCAS score differences should be weighed against potential logistical benefits of online delivery. Timing of delivery and determinants of differences in student response across professions warrant evaluation for future curriculum design.
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