Facilitating interprofessional affective learning in health professional students through digital client documentation: a comparison of simulation modes

ABSTRACT

Digital Interprofessional Learning Client Documentation (D-IPL Client Docs) is an initiative designed to develop student interprofessional communication skills through electronic record writing and a virtual simulation (VS) or live virtual simulation (LVS) case conference. The aims of the study were to (a) identify whether D-IPL Client Docs supports student learning in the affective domain and (b) compare the learning outcomes for students participating in the VS versus the LVS case conference. Data were drawn from 83 Bachelor of Social Work students who had participated with other health professional students in the D-IPL Client Docs activities. The reflective journals submitted by this cohort of social work students were analyzed qualitatively and quantitatively using the Griffith University Affective Learning Scale. Qualitative analyses revealed that the activities enabled students in both groups to learn about themselves, their roles, and the roles of others, and the benefits of interprofessional collaboration in optimizing client outcomes. Quantitatively, the VS mode appeared to be more effective in supporting students to develop higher order affective learning; however, the effect size was small. Future studies should involve a larger sample size and include students from various professions to ascertain the transferability of findings.

KEYWORDS:

• Electronic (health) record writing
• interprofessional learning
• case conference
• simulation
• affective learning

Acknowledgments

Thank you to the Health Group at Griffith University for supporting the D-IPL Client Docs initiative. Thank you also to the many academic staff across Health and curriculum advisors for assisting in the development of this project.

Disclosure statement

The grant provided by Griffith Health was for the purpose of developing the D-IPL activities but does not Represent any competing interests in the research evaluating these activities.

Additional information

Funding

This work was supported by the Griffith University.

Notes on contributors

Christine Randall

Christine Randall is the Interprofessional Learning Lead for the Health Group at Griffith University, as well as a Senior Lecturer and the former Head of Discipline for Rehabilitation Counselling in the School of Health Sciences and Social Work. Christine’s learning and teaching interests focus on the development of the future health workforce via effective work integrated learning, interprofessional learning and simulation-based learning, as well as developing professional identity in rehabilitation counselling students. Christine is a Senior Fellow of the Higher Education Academy. Christine’s research areas include occupational rehabilitation systems in organisations and workplace stress, rehabilitation counselling skills and knowledge, disability management, and case management. Christine is a founding director of the Rehabilitation Counselling Association of Australasia (RCAA) and has contributed to the development of current accreditation standards for rehabilitation counselling programs in Australasian universities.

Lise Johns

Lise Johns graduated with a Bachelor of Social Work in 2007 (Honours). From 2007 –2014, Lise worked as a hospital social worker, both in acute mental health, and in palliative care.  From 2010 - 2014 Lise undertook a PhD on a palliative care related topic. Since December 2014, Lise has been employed as a lecturer and researcher at Griffith University. Her research interests remain primarily in palliative care; however, Lise has also developed a keen interest in effective teaching pedagogies to ensure student preparedness for future practice.

Amary Mey

Amary Mey is a Lecturer in Pharmacy, a Research Fellow, and a registered pharmacist. Her track record across professional practice, teaching and research extends across social, educational, and clinical domains. This reflects her strong commitment to optimizing patient outcomes through collaborative practice and supporting students in their journey towards becoming patient-centred health professionals. 

Michelle Parker-Tomlin

Michelle Parker-Tomlin is a registered Clinical Psychologist with the Australian Health Practitioner Regulation Agency and an Associate Member of the Australian Psychology Society. She has experience supporting clients across the lifespan with a range of mental health challenges. She has worked in rural and remote settings with Indigenous populations and within the general population in hospital, aged care, rehabilitation, private practice, and research settings. She has conducted research, been invited to speak, and present posters at national and international conferences, published book chapters and peer reviewed journal articles around interprofessional practice and clinical decision-making. She practices a client centred approach to evidence based treatments, using goal driven case formulations. She primarily utilises Cognitive Behaviour Therapy (CBT), Motivational Interviewing, mindfulness, and has experience in Acceptance and Commitment Therapy (ACT) and Schema Therapy. She has in-depth experience administering and interpreting cognitive, academic and neuropsychological assessments for children and adults.

Nathan Reeves

Nathan Reeves is a senior lecturer at School of Health Sciences and Social Work, Griffith University and is the program director for the Bachelor of Exercise Science, Bachelor of Exercise Science/Bachelor of Business, and Bachelor of Exercise Science/Bachelor of Psychological Sciences. He is the Exercise Physiology discipline lead for inter-professional and simulated learning. Nathan has extensive experience in developing and leading intra and inter professional simulated learning events across the allied health and medical disciplines. Nathan is the current Chair of the Exercise & Sports Science Australia (ESSA) Standards Council, and Director and Company Secretary of the International Confederation of Sport and Exercise Science Practice. He was formerly the ESSA National Board Director from 2010-17, and President/Chair, Chair of the Governance and Nominations Committee and committee member on the Audit Finance and Risk Committee from 2014-17.

Pit Cheng Chan

Pit Cheng Chan is the Interprofessional Learning Coordinator for Griffith Health at Griffith University in Queensland, Australia. P.C. has  tertiary qualifications in Pharmacy, Management Science, Suicide Prevention, and Higher Education. P.C. was awarded a Senior Fellowship of the Higher Education Academy in 2018. 

Elizabeth Cardell

Professor Elizabeth Cardell (PhD) is Deputy Head of the School of Medicine (Learning and Teaching), Griffith University. She retains certification as a practicing speech pathologist and has worked both as a clinician and a clinical educator in public and private healthcare sectors in Australia and the UK. Elizabeth has a deep understanding of curriculum development and design and set up the new Master of Speech Pathology program at Griffith University in 2012. Elizabeth strongly advocates for authentic and active student learning experiences using the latest technologies, simulated learning, and work-integrated learning innovation. She is a well-established researcher and has published in the areas of simulated learning, professional identity, and student wellness. She is a Principal Fellow of the Higher Education Academy.

Andrea Bialocerkowski

Andrea Bialocerkowski (PhD) is a registered physiotherapist and academic leader with substantial expertise in the development, implementation and evaluation of innovative learning and teaching practices in areas such as micro-credentials and professional development, online and interprofessional learning, simulated and work-integrated learning. Andrea is currently the Director of Micro-credentialing and Professional Development, in Griffith Health, Griffith University. 

Gary D. Rogers

Gary D. Rogers has been Dean of the School of Medicine at Deakin University, Victoria, Australia since June 2020. He is a health professional education scholar, public health researcher and GP with a focus on HIV medicine and sexual health. Prior to his current role, he was Professor of Medical Education and Deputy Head (Learning & Teaching) of the Griffith University School of Medicine, as well as Program Lead for Interprofessional and Simulation-Based Learning in Griffith’s Health Institute for Education And Scholarship (Health IDEAS). He is a past president of the Australian and New Zealand Association for Health Professional Educators and was recently awarded honorary life membership of that Association. He served on the Executive Committee of the global health professional education organisation AMEE from 2013 to 2019.