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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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An Asynchronous Online Course to Introduce Interprofessional Education to Incoming Health Professions Students.

Laurel Daniels Abbruzzese, Urmi A Desai, Ashley Kingon

Academic Medicine : Journal of the Association of American Medical Colleges

|June 6, 2025

Summary

An asynchronous online course effectively prepared health professions students for team-based care, overcoming scheduling and space barriers. This interprofessional education (IPE) modality significantly improved students' understanding and attitudes towards collaborative practice.

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Area of Science:

Health Professions Education
Interprofessional Practice and Education (IPE)
Online Learning Modalities

Background:

Interprofessional practice and education (IPE) is crucial for improving patient outcomes and is an accreditation requirement for health professions programs.
Implementing IPE faces challenges due to conflicting academic schedules and limited physical space, hindering the preparation of future clinicians for team-based care.

Purpose of the Study:

To assess the feasibility and effectiveness of an asynchronous online course (eCUIMC) in delivering interprofessional education (IPE) to incoming health professions students.
To equip students with core IPE competencies, including values and ethics, roles and responsibilities, communication, and teamwork, without requiring shared time or space.

Main Methods:

An asynchronous online course, eCUIMC, was developed and implemented for first-year health professions students.
Participants engaged in interactive activities, a clinical case study, facilitated discussions, and self-directed learning over a 5-day period.
Student attitudes and beliefs regarding interprofessional socialization were measured using the Interprofessional Socialization and Valuing Scale (pre- and post-course).

Main Results:

A total of 1,345 students from 10 health professions programs participated.
94% of students reported an increased understanding of other health professions.
Mean scores on the Interprofessional Socialization and Valuing Scale significantly increased from 4.5 to 5.8 (P < .001).

Conclusions:

The asynchronous online course (eCUIMC) is a feasible and effective method for interprofessional education when time and space constraints exist.
eCUIMC successfully fostered interprofessional understanding and collaboration among diverse health professions students.
The course is being integrated as an annual curriculum requirement for all 10 health professions programs at the institution.