E-Learning with virtual teammates: A novel approach to interprofessional education

The Institute of Medicine identified interprofessional education (IPE) as a key innovation for achieving the triple aim of better care, better outcomes, and reduced healthcare costs. Yet, a shortage of qualified faculty and difficulty with aligning learners' schedules often prevent sustainable...

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Bibliographic Details
Published in:Journal of interprofessional care 2015-01, Vol.29 (5), p.476-482
Main Authors: Djukic, Maja, Adams, Jennifer, Fulmer, Terry, Szyld, Demian, Lee, Sabrina, Oh, So-Young, Triola, Marc
Format: Article
Language:English
Subjects:
Attitudes
Clinical outcomes
Computer-Assisted Instruction - methods
Distance learning
Education, Medical, Undergraduate - methods
Health care expenditures
Health Occupations - education
Humans
Innovations
Interdisciplinary aspects
Interdisciplinary education
Internet
Interprofessional education
Interprofessional Relations
Intervention
Licensing
Medical students
nursing students
Patient Care Team
Students, Health Occupations
Teamwork
User-Computer Interface
virtual learning
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Summary:The Institute of Medicine identified interprofessional education (IPE) as a key innovation for achieving the triple aim of better care, better outcomes, and reduced healthcare costs. Yet, a shortage of qualified faculty and difficulty with aligning learners' schedules often prevent sustainable and scalable IPE. A virtual IPE intervention was developed to circumvent these barriers and compared to a blended-learning IPE intervention. We used a pre-test and post-test design with two comparison interventions to test the effects of these IPE interventions on changes in teamwork knowledge, skills, and attitudes. The interventions were delivered to pre-licensure learners at a large, metropolitan medical and a nursing school. We used one-sample and independent-sample t-tests to analyze data from 220 learners who received the blended-learning intervention in 2011 and 540 learners who received the virtual learning intervention in 2012. The students in the blended-learning intervention did not significantly (p 
ISSN:1356-1820
1469-9567
DOI:10.3109/13561820.2015.1030068