Department of General Medicine, Kanazawa University Hospital , Kanazawa, Japan.
Division of Environmental Engineering Design, Graduate School of Natural Science and Technology , Kanazawa, Japan.
Med Educ Online. 2021 Dec;26(1):1886649. doi: 10.1080/10872981.2021.1886649.
Online classes have been provided for health-care pre-licensure learners during the novel coronavirus disease 2019 pandemic. The purpose of this study was to evaluate the utility of online group work in interprofessional education. A total of 209 students were assigned to 50 groups (18 medical student groups, 13 nursing student groups, and 19 mixed medical/nursing student groups). Learners performed group work during the orientation for the course, which was hosted using an online video conferencing system. The learners first performed the activity individually (10 min) and then engaged in a group discussion to reach consensus on their answers (30 min). We calculated the scores before and after the group discussion and shared the results with the students. Scores were improved after the group discussion (mean ± SEM, 23.7 ± 0.9) compared with before (37.3 ± 1.3) (P < .0001). Lower scores after the group discussion, which indicated the effect of the group discussion on making better decisions, were observed most in the mixed medical/nursing student groups, followed by the nursing student and medical student groups. We noted only 3 groups in which the group discussion showed a negative effect on decision-making: all 3 of these groups were mixed (3 of 19 groups; 16%). These data demonstrated the power of group discussion for solving tasks when the participants' professional fields were mixed. However, the small size of the interdisciplinary groups might have resulted in less effective discussion, which might be due in part to psychological barriers arising from professional differences. Online group work is effective for facilitating discussion and building consensus about decisions in interprofessional education for medical and nursing students. Potential psychological barriers may exist in about 16% of mixed group students at the start, which should be kept in mind by instructors. : COVID-19: coronavirus disease 2019; IPE: Interprofessional Education; NASA: National Aeronautics and Space Administration; SD: standard deviation; WHO: World Health Organization.
在 2019 年新型冠状病毒病大流行期间，为卫生保健许可前学习者提供了在线课程。本研究的目的是评估在线小组作业在跨专业教育中的效用。共有 209 名学生被分配到 50 个小组（18 个医学生小组、13 个护理学生小组和 19 个医学/护理混合学生小组）。学习者在课程介绍期间进行小组作业，使用在线视频会议系统进行主持。学习者首先单独完成活动（10 分钟），然后进行小组讨论以就答案达成共识（30 分钟）。我们计算了小组讨论前后的分数，并将结果与学生分享。小组讨论后得分提高（平均 ± SEM，23.7 ± 0.9），高于讨论前（37.3 ± 1.3）（P <.0001）。在小组讨论后，即讨论对做出更好决策的影响，在医学/护理混合学生小组中观察到的分数最低，其次是护理学生小组和医学学生小组。我们只注意到 3 个小组的小组讨论对决策产生了负面影响：这 3 个小组都是混合组（19 个小组中的 3 个；16%）。这些数据表明，当参与者的专业领域相同时，小组讨论在解决任务方面具有强大的力量。然而，跨学科小组的规模较小可能导致讨论效果不佳，这可能部分是由于专业差异带来的心理障碍。在线小组作业对于促进医学和护理学生跨专业教育中的讨论和达成决策共识是有效的。大约 16%的混合组学生在开始时可能存在潜在的心理障碍，这一点应该引起教师的注意。: COVID-19：新型冠状病毒病；IPE：跨专业教育；NASA：美国国家航空航天局；SD：标准差；WHO：世界卫生组织。
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