Butler University, 4600 Sunset Ave. Indianapolis, IN 46208, USA. Tel 317-940-6483.
J Allied Health. 2023 Spring;52(1):e17-e21.
The purpose of this study was to determine if a statistically significant difference existed between student perceptions of virtual (online) vs traditional in-person IPE simulation.
Students (n = 397) from eight health professions at one northeastern university attended either a virtual or an in-person IPE session during the spring 2021 semester. Students were allowed to choose which session type to attend. A total of 240 students attended one of 15 virtual sessions, and 157 came to an in-person session (n = 22). After the sessions, an anonymous 16 question face-validated survey was sent to each students' university email account. The survey included 12 Likert-scale questions, 2 demographic questions, and 2 open-ended questions. Descriptive statistics and independent t-tests were completed. Statistical significance set at p < 0.05.
Survey response rate was 27.9% (n = 111/397). In-person training had higher mean scores for Likert questions; however, there was not a statistically significant difference. All student responses were rated favorably for both training types (≥ 3.07/4). Themes were evident and included positive experiences with learning the roles of other professions (n = 20/67); communication either between the health care team members or with the patient/family (n = 11/67); and collaborating with other members of the health care team (n = 11/67).
Orchestrating IPE activities across multiple programs and numerous students can be challenging, but the flexibility and scalability of virtual sessions may offer an IPE alternative that students find equally satisfying when compared to in-person learning.
本研究旨在确定学生对虚拟（在线）与传统面对面的 IPE 模拟的看法是否存在统计学上的显著差异。
来自东北部一所大学的 8 个健康专业的学生（n = 397）在 2021 年春季参加了虚拟或面对面的 IPE 课程。学生可以选择参加哪种类型的课程。共有 240 名学生参加了 15 个虚拟课程中的一个，157 名学生参加了面对面的课程（n = 22）。课程结束后，向每位学生的大学电子邮件账户发送了一份匿名的 16 个问题的基于有效性的调查。该调查包括 12 个李克特量表问题、2 个人口统计学问题和 2 个开放式问题。完成了描述性统计和独立 t 检验。统计显著性设置为 p < 0.05。
调查的回复率为 27.9%（n = 111/397）。面对面培训在李克特问题上的平均得分较高；然而，这并没有统计学上的显著差异。两种培训类型的所有学生的反馈都得到了很好的评价（≥ 3.07/4）。主题明显，包括学习其他专业角色的积极体验（n = 20/67）；医护团队成员之间或与患者/家属之间的沟通（n = 11/67）；以及与医疗保健团队的其他成员合作（n = 11/67）。
协调多个项目和众多学生的 IPE 活动可能具有挑战性，但虚拟课程的灵活性和可扩展性可能提供一种 IPE 替代方案，与面对面学习相比，学生可能同样感到满意。
