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ABSTRACT
COVID-19 restrictions necessitated wholescale conversion of curricula to online learning environments globally. We used a mixed-methods study design to evaluate the conversion of a large foundational interprofessional course, at our university, to an asynchronous online learning environment. A survey was used to gauge if students learned interprofessionally and about interprofessional collaborative practice (IPCP). A COVID-19 discussion board was used to assess learner knowledge of their own and other health professions and value for IPCP. Survey results indicated students perceived the online session as effective as it would have been in person. The COVID-19 discussion board presented evidence that students met all Interprofessional Education Collaborative core competencies for IPCP, shared knowledge of their and other health professions, and expressed the value and essentiality of IPCP. Findings support social context as a main requisite for interprofessional education, and within the context of the COVID-19 pandemic, students were able to heighten their connection to the global interprofessional community. Circumstances surrounding COVID-19 highlight the need for increasing IPCP education. One unforeseen positive that has emerged in spite of this global catastrophe is enhanced student awareness of IPCP and interprofessional comradery as evidenced through student discussions in this course.
Acknowledgments
The authors wish to thank fellow members of the OHSU Interprofessional Education Steering Committee: David Bearden, Jared Austin, Linda Brown, Kristi Tonning, Laura Zeigen, and Elena Andresen for their support and guidance as we converted to an online learning environment. We would also like to thank Judith Baggs for reviewing this manuscript and providing us with invaluable feedback.
Declaration of interest
The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.
Additional information
Notes on contributors
Tobie A. Jones
Tobie A. Jones is an Assistant Professor in the Department of Restorative Dentistry and the Director for Interprofessional Education (IPE) at Oregon Health & Science University (OHSU) School of Dentistry. After graduating from OHSU School of Dentistry in 2011, Tobie spent four years in the Navy as a general dentist at the Naval Air Station in Lemoore, California. In 2016, she joined OHSU as full-time faculty, and is currently the course director for both the first and second year dental students’ pre-doctoral Comprehensive Care courses, and the university’s IPE course, Foundations of Patient Safety and Interprofessional Practice, which it taken by all first year health professions students.
Graciela Vidal
Graciela Vidal has degrees in Foreign Language teaching, Linguistics, and Instructional Technology. She has more than 20 years of teaching experience in higher education institutions across the USA, including courses on service learning and civic engagement. Her areas of interest are curriculum development, course design, and culturally inclusive and equitable education. Graciela received her M.S. in Linguistics from the Universidad Nacional de Cuyo in Mendoza, Argentina, and her M.Ed. from North Carolina State University.
Cynthia Taylor
Cynthia Taylor is a Research Associate in the Department of Family Medicine at Oregon Health & Science University. She is currently an evaluator for a number of educational programs and initiatives for students ranging from high school through residency. She has conducted research in educational settings for the past seven years with an emphasis on using mixed methods to understand program impacts for educators and students. Her training as an applied psychologist with a focus on human development and education provides a foundation for understanding the complexities inherent to educational research.