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Interprofessional Team Training: Learning From Learners About Online Versus In-Person Environments
Allison Shorten1, Peter Bosworth, Shelly Camp
1Author Affiliations: School of Nursing (Drs Shorten, House, Somerall and Watts), Office of Interprofessional Curriculum, Center for Interprofessional Education and Simulation (Dr Shorten, Mr Bosworth, Ms Camp, and Mr Shorten), and School of Health Professions (Dr Webb), University of Alabama at Birmingham, Birmingham, Alabama.
Background:
Interprofessional team training (IPTT) prepares students from health care professions for team-based care. Evaluating different learning environments to inform decisions about delivery format is timely and important.
Purpose:
To compare in-person and online IPTT learner outcomes.
Method:
Undergraduate and graduate students (n = 866) from 11 professions participated. Using retrospective pre-/post-methodology, 20 item Interprofessional Collaboration Competency Attainment Survey (ICCAS) scores were compared, and qualitative responses analyzed.
Results:
Mean ICCAS scores improved for in-person and online delivery (P < .0001) with large effect sizes (Cohen's D = 0.94-1.86). In-person delivery resulted in greatest improvement (P = .038), offset by online logistical benefits. Qualitative themes highlighted impact on learning, importance of facilitator competence, and setting expectations.
Conclusion:
IPTT achieved learning consistent with competency development. Advantages from in-person delivery should be weighed against online logistical advantages.
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