Related Experiment Video
Updated: Sep 9, 2025
Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
Published on: January 15, 2017
Outcomes of an Online, Interprofessional Stroke Simulation: Mixed Methods Analysis
Caleb Brown, Emory Latimer, Sol de Jesus
1Dep. of Medical Education, East Tennessee State University Quillen College of Medicine, PO Box 70582, Johnson City, TN 37614, USA. karpak@etsu.edu.
Introduction:
Educational approaches used in distance learning courses may be applicable to interprofessional education (IPE) simulation events to promote student engagement and learning.
Methods:
Various strategies known to be effective when teaching online courses (real world applications, self-directed learning, reliance on previous life experiences, communities of practice, and emotional engagement) were incorporated into an interprofessional simulation event. Learning outcomes were captured quantitatively through student ratings of learning objective accomplishment and qualitatively through thematic analyses of learner reflections.
Results:
Cumulative Likert responses for 375 interprofessional students exceeded 4.15±0.57 (1=disagree strongly; 5=strongly agree) for each learning objective statement. Students collectively submit¬ted 1,044 reflection comments. Inductive thematic analysis of skills and knowledge reinforced from participation identified 84 codes corresponding to 10 thematic areas: collab¬oration, communication, efficiency, knowledge, leadership, patient-centeredness, personal growth, roles, teams, and values/ethics. Moreover, a separate theoretical thematic analysis using newly revised 2023 Interprofessional Education Collaborative (IPEC) subcompetencies as a framework revealed that each subcompetency was reflected by ≥1 student comment.
Conclusion:
Distance-learning principles can be applied to IPE events to promote engagement, accomplish learning objectives, and facilitate professional identify formation.
