Does Online Interprofessional Case-Based Learning Facilitate Collaborative Knowledge Construction?
Rahmawatie D.A., Wulandari C.L., Lestari E.
Abstract
Introduction: COVID-19 pandemic has caused an impact on various sectors of life, including the education sector. During the COVID-19 pandemic, education from various levels could only be carried out online by utilizing various on-line media. In Health professional education context, one of the learning activities that must be shifted in online format was interprofessional education (IPE) program. This study aimed to evaluate students’ collaborative knowledge construction to evaluate the effectiveness of online interprofessional case-based learning (CBL) activities. Methods: This interventional study using quantitative and qualitative method involved a total of 476 students; consisted of 204 medical students, 39 midwifery students and 233 nursing students; who took part online interprofessional CBL. All students were divided into 34 mixed profession groups with 14 students each. To evaluate students’ collaborative knowledge construction during CBL, data were collected using the Maastricht Peer Activity Rating Scale (MPARS). Qualitative data exploring students’ perception regarding online IPE activity and their online CBL process were collected using Focus Group Discussion (FGD). Quantitative data were analysed using statistical tests, and the qualitative data were analysed using thematic analysis. Results: Students’ scores for constructive, collaborative, and motivational activities evaluated using MPARS were considered as average to high. However, nursing students scored the lowest compared to the other two fellow professions: medical and midwifery students, on all items of the MPARS. Medical students had the highest MPARS scores. Several themes could be explored during the FGD. Discussion: This study revealed that students could engage in collaborative knowledge construction in interprofessional education implementing online interprofessional CBL. However, students thought that offline collaborative practice will better improve team bonding which is considered as prominent aspect for collaboration. This thought gives idea to the implementation of hybrid online offline learning for IPE.
Interprofessional Education: a Team-Based Learning Approach
Guadagnoli J.A., Miller T.W.
A review of interprofessional training wards: Enhancing student learning and patient outcomes
Floren L.C., Oosterom N., ten Cate O., ten Cate O., Westerveld H.E.
Pre-registration interprofessional clinical education in the workplace: a realist review
Glass S., Hayes J., Kent F., Kent F., Rees C.E.
Possibilities for interprofessional learning at a Swedish acute healthcare ward not dedicated to interprofessional education: An ethnographic study
Hagg-Martinell A., Henriksson P., Hult H., Kiessling A.
Improvement in interprofessional student learning and patient outcomes
Coleman M.T., Hasan K., McLean A., Williams L.
No Title
Bradford LP, Gibb JR.
Establishing community-based integrated care for elderly patients through interprofessional teamwork: A qualitative analysis
Asakawa T., Kawabata H., Kisa K., Murakami M., Otaki J., Terashita T., Asakawa T., Kawabata H., Kisa K., Murakami M., Otaki J., Terashita T., Asakawa T., Kawabata H., Kisa K., Murakami M., Otaki J., Terashita T.
Problem Based Learning: An introduction and overview of the key features of the approach
Newman M.J.
Nursing students' views on the effectiveness of problem-based learning
Fang J.B., Liu M., Pang D., Williams B.A., Yin L., Yuan H.B.
Nursing students evaluation of problem based learning and the impact of culture on the learning process and outcomes: A pilot project
Al-Kloub M.I., Froelicher E.S., Salameh T.N.
Cui H., Yue J., Wu Q., Liang C., Zhu Z., Zhao J., Wang H., Shang Y., Han D.
BMC Medical Education
Juhari A.S., Ghaleb M.M.S.
Revista Electronica De Leeme
Mustaji M., Hanif M., Arianto F.
Academia Greece
Buxton T., Wang S.-Y.
Sage Open Nursing
Hermasari B.K., Nugroho D.
Journal of Education and Learning
Gachoud D., Staffoni L., Guinat M., Didier A., Greppin-Becherraz C., Santschi V.
BMC Medical Education
Sukenti D., Tambak S.
Journal of Learning for Development
Shrivastava S.R.B.L., Shrivastava P.S., Borkar S., Trivedi S.
Journal of Pharmacy and Bioallied Sciences
Suranata K., Suartama I.K., Triwahyuni E.
International Journal of Education and Practice
Yildirim D., Uzelli D., Kaya D.O., Calik G., Keskin M., Akin E., Tohtak G.K., Dundar B.N.
Clinical Simulation in Nursing
