Michalec Barret, Price Yvonne, Karamehmedovic Nina, Thompson Jody
Edson College of Nursing and Health Innovation, Arizona State University, Phoenix, Arizona, USA.
J Interprof Care. 2024 Jul-Aug;38(4):772-781. doi: 10.1080/13561820.2024.2345194. Epub 2024 May 9.
The challenges to sustaining interprofessional education (IPE) are numerous and well-documented. These challenges include crowded curricula, scheduling conflicts, lack of physical space, faculty availability, and financial considerations. In turn, IPE is often viewed and treated as an add-on rather than an integral part of healthcare education, leading to sporadic implementation and vulnerability to institutional changes. The concept of eLearning, utilizing electronic technologies for education, emerges as a potential solution to these challenges and could serve as the "next frontier" for IPE. eLearning offers a flexible and scalable platform to deliver IPE, transcending geographical and time constraints. Recent research highlights the benefits of eLearning-based IPE, including enhanced collaboration, learner satisfaction, and clinical application. eLearning allows learners to engage in virtual simulations, reflexive exercises, and collaborative problem-solving, fostering essential skills for future healthcare teams. Interprofessional eLearning courses can seamlessly integrate into existing health professions curricula, catering to busy professionals and students. Most importantly, eLearning promotes consistent and purposeful embedding of interprofessional values and competencies throughout education, training, and professional development. In this Short Report, we utilize the Center for Advancing Interprofessional Practice, Education, and Research (CAIPER) at Arizona State University as a rudimentary "critical instance" case study for advancing and sustaining IPE through eLearning program development. CAIPER exemplifies this approach by constructing engaging evidence-based eLearning IPE courses ranging from examining and applying interprofessionalism in primary care to empathy and humility team-based training. CAIPER's eLearning courses have reached a global audience of over 65,000 learners highlighting the reach, impact, and viability of eLearning for sustainable IPE. Although further research is needed, eLearning presents a promising solution to the systemic challenges of IPE, and by embracing eLearning and embedding interprofessional eLearning courses in existing curricula, institutions can ensure the consistent, accessible, and sustainable delivery of high-quality IPE experiences.
维持跨专业教育（IPE）面临诸多挑战，且有充分的文献记载。这些挑战包括课程拥挤、时间安排冲突、缺乏物理空间、师资可用性以及财务考量。相应地，IPE常常被视为一种附加内容，而非医疗保健教育的一个组成部分，导致其实施零散，且容易受到机构变革的影响。电子学习的概念，即利用电子技术进行教育，作为应对这些挑战的潜在解决方案应运而生，并且可以成为IPE的“下一个前沿领域”。电子学习提供了一个灵活且可扩展的平台来开展IPE，超越了地理和时间限制。近期研究凸显了基于电子学习的IPE的益处，包括加强协作、提高学习者满意度以及临床应用。电子学习使学习者能够参与虚拟模拟、反思练习和协作式问题解决，培养未来医疗团队所需的关键技能。跨专业电子学习课程可以无缝融入现有的健康专业课程，满足忙碌的专业人员和学生的需求。最重要的是，电子学习促进在整个教育、培训和专业发展过程中持续且有目的地融入跨专业价值观和能力。在本简短报告中，我们将亚利桑那州立大学的跨专业实践、教育与研究促进中心（CAIPER）作为一个初步的“关键实例”案例研究，以通过电子学习项目开发来推进和维持IPE。CAIPER通过构建引人入胜的基于证据的电子学习IPE课程来例证这种方法，这些课程涵盖从在初级保健中审视和应用跨专业理念到基于团队的同理心和谦逊培训等内容。CAIPER的电子学习课程已覆盖全球超过65000名学习者，凸显了电子学习对于可持续IPE的影响力、覆盖面和可行性。尽管还需要进一步研究，但电子学习为IPE的系统性挑战提供了一个有前景的解决方案，并且通过采用电子学习并将跨专业电子学习课程融入现有课程，机构能够确保持续、可及且高质量的IPE体验的可持续提供。
