VOlUME 05 ISSUE 04 APRIL 2022
1Amy Herrington, 2Sunddip Panesar-Aguilar
1,2Univeristy of St. Augustine for Health Sciences, St. Augustine, FL
Google Scholar Download Pdf
ABSTRACT
At the study site for this research, Interprofessional Education taught in distance learning courses can be challenging for faculty, impacting student engagement, motivation, and success. A qualitative case study was conducted with students to explore participant perceptions of their engagement following their participation in a virtual synchronous immersive experience. The study took place during four consecutive semesters beginning in the Spring 2019 term. Participants at the study site are learning in a healthcare strategic planning course class that focuses on interprofessional collaboration as a basis of health strategy. Data was collected using open-ended questionnaires to determine students’ online versus face-to-face immersive learning experiences. Findings suggest that due to their engagement experiences, participation in a virtual Immersive Learning Simulation experience may be a viable substitute for the traditional face-to-face learning experiences. After the Immersive Learning experience, participating students and the healthcare experts were asked to respond to a questionnaire to assess their perceptions of the strengths, weaknesses, and opportunities offered by the online immersive event. This research study offers new information about students’ and healthcare experts’ perceptions of an online immersive IPE experience while identifying possible strengths, weaknesses, and opportunities.
KEYWORDS:Interprofessional education, online learning, synchronous learning, distance learning, immersive experiences.
REFERENCES
1. Centre for the Advancement of Interprofessional Education. (2002). Defining IPE. https://www.caipe.org/about-us
2. Bosch, B. & Mansel, H. (2015, July). Interprofessional collaboration in healthcare. Lessons to be learned from competitive sports. Canadian Pharmacists Journal, 148(4). 176-179
https://doi.org/10.1177%2F1715163515588106
3. White, S., Lambert, S., Visker, J., Banez, J. C., Lasser, B., Cichon, T., Leong, M., Dunseith, N., & Cox, C. (2019). Public health education student stereotypes of other health professions before and after an interprofessional education program. Health Professions Education 5(2), 120–125. https://doi.org/10.1016/j.hpe.2018.06.006
4. Madathil, K. C., Frady, K., Hartley, R., Bertrand, J., Alfred, M., & Gramopadhye, A. (2017, Jul-Sept). An empirical study investigating the effectiveness of integrating virtual reality- based case studies into an online asynchronous learning environment. Computers in Education Journal, 8(3), 1–10.
5. Foronda, C., MacWilliams, B., & McArthur, E. (2016) Interprofessional communication in healthcare: An integrative review. Nurse Education in Practice 19, 36-40. https://doi: 10.1016/j.nepr.2016.04.005
6. World Health Organization (WHO). (2010). Framework for action on interprofessional education & collaborative practice. https://www.who.int/hrh/resources/framework_action/en/
7. Interprofessional Education Collaborative. (2016). Core competencies for interprofessional collaborative practice: 2016 update. https://nebula.wsimg.com/2f68a39520b03336b41038c370497473?AccessKeyId=DC06780E69ED19E2B3A5&disposition=0&alloworigin=1
8. Haines, K. J., & Berney, S. (2020). Physiotherapists during COVID-19: Usual business, in unusual times. Journal of Physiotherapy 66, 67–69. https://doi.org/10.1016/j.jphys.2020.03.012
9. Ferrel, M. N., & Ryan, J. J. (2020). The impact of COVID-19 on medical education. Cureu, 12(3), 7492. https://doi.org/10.7759/cureus.7492
10. Davis, D. (1998) Does CME work? An analysis of the effect of educational activities on physician performance or health care outcomes. International Journal Psychiatry Medicine, 28, 21–39.
11. Taekman, J. M., & Shelley, K. (2010). Virtual environments in healthcare: Immersion, disruption, and flow historic views. International Anesthesiology Clinics, 48(3), 101-121
12. House, J.B., Cedarbaum, J., Haque, F., Wheaton, M., Vredeveld, J., Purkiss, J., Moore, L., Santen, S., & Daniel, M. (2018) Medical student perceptions of an initial collaborative immersion experience. Journal of Interprofessional Care 32(2), 245-249. https://doi.org/10.1080/13561820.2017.1377691
13. Ateah, C., Snow, W., Wener, P., MacDonald, L., Metge, C., Davis, P., Fricke, M., Ludwig, S., & Anderson, J. (2011) Stereotyping as a barrier to collaboration: Does interprofessional education make a difference? Nurse Education Today, 31(2), 208–213
14. Gaba, D.M. (2004). The future vision of simulation in health care. Quality and Safety in Health Care 13(1), i2–i10
15. McHaney, R., Reiter Copeland, L., & Reychav, I. (2018). Immersive simulation in constructivist-based classroom e-learning. International Journal on E-Learning, 17(1), 39-64
16. Beckem II, J., & Watkins, M. (2012) Bringing life to learning: Immersive experiential learning simulations for online and blended courses. Journal of Asynchronous Learning Networks, 16(5), 61-71.
https://nebula.wsimg.com/2f68a39520b03336b41038c370497473?AccessKeyId=DC06780E69ED19E2B3A5&disposition=0&alloworigin=1
17. Jeffries, P., (2005). A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education. Perspectives 26(2), 96-103.
18. Microsoft. (2019). Immersive experiences in education: New places and spaces for learning. [White paper]. https://edudownloads.azureedge.net/msdownloads/MicrosoftEducation_Immersive_Experiences_Education_2019.pdf
19. Chilcott, J. D. (1996). Effective use of simulations in the classroom. http://www.clexchange.org/