Improving interprofessional competence in undergraduate students using a novel blended learning approach

Abstract

Interprofessional simulation interventions, especially when face-to-face, involve considerable resources and require that all participants convene in a single location at a specific time. Scheduling multiple people across different programs is an important barrier to implementing interprofessional education interventions. This study explored a novel way to overcome the challenges associated with scheduling interprofessional learning experiences through the use of simulations in a virtual environment (Web.Alive™) where learners interact as avatars. In this study, 60 recent graduates from nursing, paramedic, police, and child and youth service programs participated in a 2-day workshop designed to improve interprofessional competencies through a blend of learning environments that included virtual face-to-face experiences, traditional face-to-face experiences and online experiences. Changes in learners' interprofessional competence were assessed through three outcomes: change in interprofessional attitudes pre- to post-workshop, self-perceived changes in interprofessional competence and observer ratings of performance across three clinical simulations. Results from the study indicate that from baseline to post-intervention, there was significant improvement in learners' interprofessional competence across all outcomes, and that the blended learning environment provided an acceptable way to develop these competencies.

Keywords::

• Blended learning
• evaluation research
• interprofessional competence; interprofessional education

Acknowledgments

The authors would like to acknowledge financial contributions from Natural Sciences and Engineering Research Council of Canada and the Champlain Region Academic Health Council. The academic institutions involved in this project were Algonquin College, Carleton University and the University of Ottawa. The authors would like to thank Andrew Burr, John Willman, Nuket Nolan, Ali Arya, Melanie Willis and the many students who participated in this project.

Declaration of interest The authors report no declarations of interest. The authors alone are responsible for the writing and content of this paper. Avaya, the company that created Web.Alive™, provided in kind funding for the development of the virtual world. A doctoral-level research associate provided editorial assistance in the preparation of this article. Neither the authors nor the research associate have a financial or proprietary interest in Avaya.