Shorten Allison, Shorten Brett, Bosworth Peter, Camp Shelly, House David, Somerall William, Watts Penni
School of Nursing, University of Alabama at Birmingham (UAB), 1701 University Blvde., Birmingham 35294, United States; UAB Office of Interprofessional Curriculum, University of Alabama at Birmingham, 1701 University Blvde., Birmingham 35294, United States.
UAB Office of Interprofessional Curriculum, University of Alabama at Birmingham, 1701 University Blvde., Birmingham 35294, United States.
J Prof Nurs. 2023 Jan-Feb;44:26-32. doi: 10.1016/j.profnurs.2022.11.004. Epub 2022 Nov 29.
Building capacity for teamwork, communication, role clarification and recognition of shared values is essential for interprofessional healthcare workforce development. Requirements to demonstrate interprofessional practice competencies have coincided with pivots to online delivery. Comparison of in-person and online delivery models for interprofessional education is important for future curriculum design.
This article presents an evaluation of in-person and online delivery modes for interprofessional team-based education and compares learner experiences across different health professions.
Students from 13 health professions (n = 2236) participated between Spring 2020 and Fall 2021. In-person and online delivery models were compared, assessing learner perceptions of efficacy for interprofessional practice, using reflective pre-post responses to the Interprofessional Collaborative Competency Attainment Scale (ICCAS).
Mean ICCAS scores improved for in-person and online delivery (0.79 vs 0.66), with strong effect (Cohen's D 2.03 and 1.31 respectively; p < 0.001). Statistically significant differences were observed across professions, although all experienced ICCAS score improvements. Logistical benefits were evident for online delivery.
In-person and online interprofessional team-based education can provide valuable learner experiences for large student cohorts from multiple professions. ICCAS score differences should be weighed against potential logistical benefits of online delivery. Timing of delivery and determinants of differences in student response across professions warrant evaluation for future curriculum design.
培养团队合作、沟通、角色明确及对共同价值观的认同能力对于跨专业医疗劳动力发展至关重要。展示跨专业实践能力的要求与转向在线教学同时出现。比较面对面教学和在线教学模式对跨专业教育而言，对未来课程设计很重要。
本文对基于团队的跨专业教育的面对面教学和在线教学模式进行评估，并比较不同健康专业学生的学习体验。
2020年春季至2021年秋季期间，来自13个健康专业的2236名学生参与其中。比较面对面教学和在线教学模式，使用对跨专业协作能力达成量表（ICCAS）的反思性前后测回答来评估学习者对跨专业实践效能的看法。
面对面教学和在线教学的ICCAS平均得分均有所提高（分别为0.79和0.66），效果显著（科恩D值分别为2.03和1.31；p < 0.001）。尽管所有专业的ICCAS得分都有所提高，但各专业之间仍观察到统计学上的显著差异。在线教学的后勤优势明显。
面对面和在线的基于团队的跨专业教育可以为来自多个专业的大量学生群体提供有价值的学习体验。ICCAS得分差异应与在线教学的潜在后勤优势相权衡。教学时间安排以及各专业学生反应差异的决定因素值得在未来课程设计中进行评估。
