Allison Shorten, Peter Bosworth, Shelly Camp, David House, William Somerall, Penni Watts, Tera Webb, Brett Shorten
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Interprofessional Team Training: Learning From Learners About Online Versus In-Person Environments.
Background: Interprofessional team training (IPTT) prepares students from health care professions for team-based care. Evaluating different learning environments to inform decisions about delivery format is timely and important.
Purpose: To compare in-person and online IPTT learner outcomes.
Method: Undergraduate and graduate students (n = 866) from 11 professions participated. Using retrospective pre-/post-methodology, 20 item Interprofessional Collaboration Competency Attainment Survey (ICCAS) scores were compared, and qualitative responses analyzed.
Results: Mean ICCAS scores improved for in-person and online delivery (P < .0001) with large effect sizes (Cohen's D = 0.94-1.86). In-person delivery resulted in greatest improvement (P = .038), offset by online logistical benefits. Qualitative themes highlighted impact on learning, importance of facilitator competence, and setting expectations.
Conclusion: IPTT achieved learning consistent with competency development. Advantages from in-person delivery should be weighed against online logistical advantages.
期刊介绍：
Nurse Educator, a scholarly, peer reviewed journal for faculty and administrators in schools of nursing and nurse educators in other settings, provides practical information and research related to nursing education. Topics include program, curriculum, course, and faculty development; teaching and learning in nursing; technology in nursing education; simulation; clinical teaching and evaluation; testing and measurement; trends and issues; and research in nursing education.
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