Comparing two online learning activities addressing interprofessional approach on health science students’ attitudes towards teamwork

Abstract

Background

Physical distancing restrictions during the COVID-19 pandemic led to the transition from in-person to online learning for many health sciences educators. This study was conducted to compare the effects of two online learning activities addressing interprofessional teamwork on health science students’ attitudes towards teamwork.

Methods

This study was designed as a randomized quasi-experimental study. The nursing (n = 30), physiotherapy and rehabilitation (n = 30), and nutrition-dietetics (n = 30) students were assigned to either online standardized patient simulation (n = 45) or online case analysis (n = 45) groups. Students’ attitudes towards interprofessional teamwork were collected pre- and post-test evaluation using the TeamSTEPPS Teamwork Attitudes Questionnaire (T-TAQ).

Results

No significant differences were found between T-TAQ mean scores prior the intervention (p > .05). However, following the intervention, whilst the T-TAQ mean scores were not found to be statistically significant between the two groups (p > .05), the students’ pretest and posttest T-TAQ mean scores did show a statistically significant difference (p < .05).

Conclusion

We found online learning activities to be a successful alternative to physical interprofesional education activities and a worthwhile opportunity to develop health science students to interprofesional teamwork.