Transforming interprofessional pedagogies: Pivoting from the flipped classroom to an online approach

Abstract

The COVID-19 pandemic prompted increased use of online education, including for interprofessional education (IPE). This study evaluates the comparative efficacy of two pedagogical approaches (i.e., flipped classroom, and 100 % online education) used to deliver a two semester long, IPE course offered at a large academic medical center. Through this quasi-experimental investigation of retrospective outcomes, this study compares the impact of these two pedological approaches on student learning outcomes. Pre- and post-course Interprofessional Collaborative Competencies Attainment Survey (ICCAS) student scores were collected across two academic years where either the flipped-classroom approach or online approach was utilized, 2019–2020 (n = 442) and 2020–2021 (n = 515) respectively. Using a general linear model, changes in total mean ICCAS scores were determined; then t-tests assessed for item level changes. Findings from this study reinforce the idea that 100 % online learning is not only possible for IPE but is a powerful way to engage learners from differing professions.