The next frontier: utilizing eLearning as an innovative approach to advance and sustain interprofessionalism.

IF 1.9 3区 医学 Q3 HEALTH CARE SCIENCES & SERVICES
Journal of Interprofessional Care Pub Date : 2024-07-01 Epub Date: 2024-05-09 DOI:10.1080/13561820.2024.2345194
Barret Michalec, Yvonne Price, Nina Karamehmedovic, Jody Thompson
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引用次数: 0

Abstract

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.

下一个前沿:利用电子学习作为推进和维持跨专业的创新方法。
持续开展跨专业教育(IPE)所面临的挑战很多,而且有据可查。这些挑战包括拥挤的课程、时间安排上的冲突、缺乏实际空间、师资的可用性以及财务方面的考虑。反过来,IPE 往往被视为医疗保健教育的附加部分,而不是不可分割的一部分,导致实施零散,易受机构变化的影响。电子学习的概念是利用电子技术进行教育,是应对这些挑战的潜在解决方案,可以作为 IPE 的 "下一个前沿"。最近的研究强调了基于电子学习的 IPE 的益处,包括增强协作、提高学习者满意度和临床应用。电子学习允许学习者参与虚拟模拟、反思练习和协作解决问题,培养未来医疗团队的基本技能。跨专业电子学习课程可以与现有的卫生专业课程无缝整合,满足繁忙的专业人员和学生的需求。最重要的是,电子学习能促进在整个教育、培训和职业发展过程中,始终如一地、有目的地植入跨专业价值观和能力。在这份简短报告中,我们利用亚利桑那州立大学的跨专业实践、教育和研究促进中心(CAIPER)作为一个初步的 "关键实例 "案例研究,通过电子学习项目的开发来推进和维持 IPE。CAIPER 构建了引人入胜的循证电子学习 IPE 课程,从初级保健中的跨专业研究和应用,到以团队为基础的移情和谦逊培训,都是这种方法的典范。CAIPER 的电子学习课程已经覆盖了全球 65,000 多名学习者,凸显了电子学习在可持续 IPE 方面的覆盖面、影响力和可行性。尽管还需要进一步的研究,但电子学习为解决 IPE 的系统性挑战提供了一个前景广阔的解决方案,通过接受电子学习并在现有课程中嵌入跨专业电子学习课程,各机构可以确保始终如一地、方便地和可持续地提供高质量的 IPE 体验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Interprofessional Care
Journal of Interprofessional Care HEALTH CARE SCIENCES & SERVICES-
CiteScore
5.80
自引率
14.80%
发文量
124
审稿时长
6-12 weeks
期刊介绍: The Journal of Interprofessional Care disseminates research and new developments in the field of interprofessional education and practice. We welcome contributions containing an explicit interprofessional focus, and involving a range of settings, professions, and fields. Areas of practice covered include primary, community and hospital care, health education and public health, and beyond health and social care into fields such as criminal justice and primary/elementary education. Papers introducing additional interprofessional views, for example, from a community development or environmental design perspective, are welcome. The Journal is disseminated internationally and encourages submissions from around the world.
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