A Virtual Online Institute of Interprofessional Education

1
A Virtual On-line Institute of

Interprofessional Education
P. Solomon1, S. Baptiste1, P. Hall2, R. Luke3, C.
Orchard4, E. Rukholm5, L.Carter5 1McMaster
University 2 University of Ottawa 3George Brown
College 4University of Western Ontario
5Laurentian University
WHAT IS THE INSTITUTE?

• A virtual learning centre supported by four
  universities.
• Offers web-based learning modules on key
  interprofessional knowledge and skill development
  for students and clinicians.

• OUR ASSUMPTIONS
• Asynchronous on-line learning will address
  barriers related to timetabling.
• On-line learning has appeal to learners.
• On-line learning alone is insufficient to develop
  collaborative skills.

• IMPORTANT PEDAGOGICAL ELEMENTS
• Problem-based and interactive to be engaging and
  contextually relevant.
• Facilitation is essential for role modeling and
  guiding students through group dynamics and team
  issues.
• Asynchronous to eliminate timetable barriers and
  promote reflection.
• Flexible delivery stand alone, integrated within
  a course or combined.
• Objectives reflect IPE and specific content.

OUR GOAL To evaluate the effectiveness of on-line
modules in promoting collaboration and learning
among students.
OUR MODULES

• METHOD/TOOLS
• Students from dietetics, health promotion,
  medicine, nursing, occupational therapy,
  pharmacy, physiotherapy, social work,
  speech-language pathology and spiritual care
  evaluated the modules through a module feedback
  form.
• Students also participated in a personal
  interview or a focus group.
• Each on-line facilitator (n13) was interviewed
  at completion of the module.
• All on-line discussions were analyzed.
• Each interview, focus group and on-line
  discussion was analyzed through an open coding
  qualitative content analysis.

• RESULTS
• Analyses of the student feedback form indicated
  that 87 agreed they learned how to work
  collaboratively with others for better patient
  outcomes and 96 agreed they learned about other
  professional roles and responsibilities.
• Students were less confident about their skills
  in joint planning and decision-making (63
  agreed) and coordinating actions (67).
• Thematic analysis of the transcripts revealed
  that
• Students can learn collaborative skills in an
  on-line environment.
• Expert facilitation of the module is essential to
  promote teamwork and IPE.
• Module and problem design need to be more
  directive than traditional Problem Based
  Learning.
• Students struggle with the on-line environment
  and need guidance with completing group
  activities.

FUTURE DIRECTIONS The Institute of
Interprofessional Health Sciences Education is
now a not-for-profit institute that is developing
new modules and will be offering access to the
e-learning module to interested institutions.
Check the website for more details www.iihse.ca.
Production of this material has been made
possible through a financial contribution from
Health Canada