Evaluation of a newly developed flipped-classroom course on interprofessional practice in health care for medical students

References

• Health Professions Network Nursing & Midwidery Human Resources for Health. Framework for action on interprofessional education and collaborative practice. 2010. Available from: https://www.who.int/publications/i/item/framework-for-action-on-interprofessional-education-collaborative-practice
   Google Scholar
• Hammick M, Freeth D, Koppel I, et al. A best evidence systematic review of interprofessional education: BEME Guide 9. Med Teach. 2007 Oct;29(98):735–12. DOI:10.1080/01421590701682576.
   PubMed Web of Science ®Google Scholar
• Buring SM, Bhushan A, Brazeau G, et al. Keys to successful implementation of interprofessional education: learning location, faculty development, and curricular themes. Am J Pharm Educ. Jul 10 2009;73(4):60. DOI:10.5688/aj730460.
   PubMed Web of Science ®Google Scholar
• Buring SM, Bhushan A, Broeseker A, et al. Interprofessional education: definitions, student competencies, and guidelines for implementation. Am J Pharm Educ. Jul 10 2009;73(4):59. DOI:10.5688/aj730459.
   PubMed Web of Science ®Google Scholar
• Spaulding EM, Marvel FA, Jacob E, et al. Interprofessional education and collaboration among healthcare students and professionals: a systematic review and call for action. J Interprof Care. 2021 Jul-Aug;35(4):612–621. DOI:10.1080/13561820.2019.1697214.
   PubMed Web of Science ®Google Scholar
• Berger-Estilita J, Fuchs A, Hahn M, et al. Attitudes towards interprofessional education in the medical curriculum: a systematic review of the literature. BMC Med Educ. Aug 6 2020;20(1):254. DOI:10.1186/s12909-020-02176-4.
   PubMed Web of Science ®Google Scholar
• Dyess AL, Brown JS, Brown ND, et al. Impact of interprofessional education on students of the health professions: a systematic review. J Educ Eval Health Prof. 2019;16:33.
   PubMed Web of Science ®Google Scholar
• Guraya SY, Barr H. The effectiveness of interprofessional education in healthcare: a systematic review and meta-analysis. Kaohsiung J Med Sci. 2018 Mar;34(3):160–165. DOI:10.1016/j.kjms.2017.12.009.
   PubMed Web of Science ®Google Scholar
• Lairamore C, Morris D, Schichtl R, et al. Impact of team composition on student perceptions of interprofessional teamwork: a 6-year cohort study. J Interprof Care. 2018 Mar;32(2):143–150. DOI:10.1080/13561820.2017.1366895.
   PubMed Web of Science ®Google Scholar
• Reeves S, Fletcher S, Barr H, et al. A BEME systematic review of the effects of interprofessional education: bEME Guide No. 39. Med Teach. 2016 Jul;38(7):656–668. DOI:10.3109/0142159X.2016.1173663.
   PubMed Web of Science ®Google Scholar
• Murdoch NL, Epp S, Vinek J. Teaching and learning activities to educate nursing students for interprofessional collaboration: a scoping review. J Interprof Care. 2017 Nov;31(6):744–753. DOI:10.1080/13561820.2017.1356807.
   PubMed Web of Science ®Google Scholar
• Fox L, Onders R, Hermansen-Kobulnicky CJ, et al. Teaching interprofessional teamwork skills to health professional students: a scoping review. J Interprof Care. 2018 Mar;32(2):127–135. DOI:10.1080/13561820.2017.1399868.
   PubMed Web of Science ®Google Scholar
• Michaud PA, Jucker-Kupper P. The profiles working G. The “Profiles” document: a modern revision of the objectives of undergraduate medical studies in Switzerland. Swiss Med Wkly. 2016;146:w14270.
   PubMed Web of Science ®Google Scholar
• Huber M, Spiegel-Steinmann B, Schwärzler P, et al. Kompetenzen zur interprofessionellen Zusammenarbeit und geeignete Unterrichtsformate Forschungsberichte des Bundesamtes für Gesundheit BAG. 2019.
   Google Scholar
• Young TP, Bailey CJ, Guptill M, et al. The flipped classroom: a modality for mixed asynchronous and synchronous learning in a residency program. West J Emerg Med. 2014 Nov;15(7):938–944. DOI:10.5811/westjem.2014.10.23515.
   PubMedGoogle Scholar
• Belfi LM, Bartolotta RJ, Giambrone AE, et al. “Flipping” the introductory clerkship in radiology: impact on medical student performance and perceptions. Acad Radiol. 2015 Jun;22(6):794–801. DOI:10.1016/j.acra.2014.11.003.
   PubMed Web of Science ®Google Scholar
• Biggs J. Enhancing teaching through constructive alignment. Higher Educ. 1996;32(3):347–364.
   Google Scholar
• Biggs J, Tang C. Teaching for quality learning at university. 4th ed. Maidenhead: Society for research into higher Education & Open University Press; 2011.
   Google Scholar
• Open LMS. Open LMS. 2022. [cited 10January2022]. Available from: https://www.openlms.net/
   Google Scholar
• EvaSysZentrale Evaluation. Version 8.0. 2021. Available from: https://evasys.de/evasys/
   Google Scholar
• Stanton F, Grant J. Approaches to experiential learning, course delivery and validation in medicine. A background document. Med Educ. 1999 Apr;33(4):282–297. DOI:10.1046/j.1365-2923.1999.00272.x.
   PubMed Web of Science ®Google Scholar
• Husebø SE, Dieckmann P, Rystedt H, et al. The relationship between facilitators’ questions and the level of reflection in postsimulation debriefing. Simul Healthc. 2013;8(3):135–142.
   PubMedGoogle Scholar
• Reinders JJ, Lycklama ANM, Der Schans Cp V, et al. The development and psychometric evaluation of an interprofessional identity measure: extended Professional Identity Scale (EPIS). J Interprof Care. 2020;3(2020):1–13.
   Google Scholar
• Reinders JJ, Krijnen WP, Goldschmidt AM, et al. Changing dominance in mixed profession groups: putting theory into practice. Eur J Work Organ Psychol. 2018;27(3):375–386.
   Web of Science ®Google Scholar
• Erlingsson C, Brysiewicz P. A hands-on guide to doing content analysis. Afr J Emerg Med. 2017;7(3):93–99.
   PubMed Web of Science ®Google Scholar
• Lehrvideo Interprofessionelle Zusammenarbeit im Gesundheitswesen. [cited 20October2021]. Available from: https://youtu.be/DeoUv8IME8M. youtube.com.
   Google Scholar
• Chen F, Lui AM, Martinelli SM. A systematic review of the effectiveness of flipped classrooms in medical education. Med Educ. 2017 Jun;51(6):585–597. DOI:10.1111/medu.13272.
   PubMed Web of Science ®Google Scholar
• Tucker K, Wakefield A, Boggis C, et al. Learning together: clinical skills teaching for medical and nursing students. Med Educ. 2003 Jul;37(7):630–637. DOI:10.1046/j.1365-2923.2003.01558.x.
   PubMed Web of Science ®Google Scholar
• Cook DA, Dupras DM. A practical guide to developing effective web-based learning. J Gen Intern Med. 2004 Jun;19(6):698–707. DOI:10.1111/j.1525-1497.2004.30029.x.
   PubMed Web of Science ®Google Scholar
• Santer DM, Michaelsen VE, Erkonen WE, et al. A comparison of educational interventions. Multimedia textbook, standard lecture, and printed textbook. Arch Pediatr Adolesc Med. 1995 Mar;149(3):297–302. DOI:10.1001/archpedi.1995.02170150077014.
   PubMedGoogle Scholar
• Bell DS, Fonarow GC, Hays RD, et al. Self-study from web-based and printed guideline materials. A randomized, controlled trial among resident physicians. Ann internal med. Jun 20 2000;132(12):938–946.
   PubMed Web of Science ®Google Scholar
• Kramár EA, Babayan AH, Gavin CF, et al. Synaptic evidence for the efficacy of spaced learning. Proc Natl Acad Sci U S A. 2012;109(13):5121.
   PubMed Web of Science ®Google Scholar
• Halamish V, Madmon I, Moed A. Motivation to Learn. Exp Psychol. 2019 Sep;66(5):319–330. DOI:10.1027/1618-3169/a000455.
   PubMedGoogle Scholar
• Larsen DP, Butler AC, Roediger Iii HL Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial. 10.1111/j.1365-2923.2009.03518.x. Med Educ. 2009;43(12):1174–1181. doi:https://doi.org/10.1111/j.1365-2923.2009.03518.x
   Google Scholar
• Gruber MJ, Gelman BD, Ranganath C. States of curiosity modulate hippocampus-dependent learning via the dopaminergic circuit. Neuron. Oct 22 2014;84(2):486–496.
   PubMed Web of Science ®Google Scholar
• Larsen DP, Dornan T. Quizzes and conversations: exploring the role of retrieval in medical education. Med Educ. 2013;47(12):1236–1241.
   PubMed Web of Science ®Google Scholar
• Miller GE. The assessment of clinical skills/competence/performance. Acad Med. 1990;65(9):S63–7.
   PubMed Web of Science ®Google Scholar
• Cruess RL, Cruess SR, Steinert Y. Amending miller’s pyramid to include professional identity formation. Acad Med. 2016;91(2):180–185.
   PubMed Web of Science ®Google Scholar
• Marion-Martins AD, Pinho DLM. Interprofessional simulation effects for healthcare students: a systematic review and meta-analysis. Nurse Educ Today. 2020 Nov;94:104568. DOI:10.1016/j.nedt.2020.104568.
   PubMed Web of Science ®Google Scholar
• Visser CLF, Ket JCF, Croiset G, et al. Perceptions of residents, medical and nursing students about Interprofessional education: a systematic review of the quantitative and qualitative literature. BMC Med Educ. May 3 2017;17(1):77. DOI:10.1186/s12909-017-0909-0.
   PubMedGoogle Scholar
• Brack P, Shields N. Short duration clinically-based interprofessional shadowing and patient review activities may have a role in preparing health professional students to practice collaboratively: a systematic literature review. J Interprof Care. 2019;33(5):446–455.
   PubMed Web of Science ®Google Scholar
• Cheng KHC, Hui CH, Cascio WF. Leniency Bias in Performance Ratings: the Big-Five Correlates. Front Psychol. 2017;8:521.
   PubMed Web of Science ®Google Scholar
• van Duin TS, de Carvalho Filho MA, Pype PF, et al. Junior doctors’ experiences with interprofessional collaboration: wandering the landscape. Med Educ. 2022;56(4):418–431.
   PubMed Web of Science ®Google Scholar
• Tong R, Roberts LD, Brewer M, et al. Quality of contact counts: the development of interprofessional identity in first year students. Nurse Educ Today. 2020;86:104328.
   PubMed Web of Science ®Google Scholar
• van Diggele C, Roberts C, Burgess A, et al. Interprofessional education: tips for design and implementation. BMC Med Educ. 2020;20(2):455.
   PubMedGoogle Scholar
• Hall LW, Zierler BK. Interprofessional education and practice Guide No. 1: developing faculty to effectively facilitate interprofessional education. J Interprof Care. 2015;29(1):3–7.
   PubMed Web of Science ®Google Scholar
• Omar H, Khan S, Haneline M, et al. Attitudes of dental and chiropractic students towards a shared learning programme-An interprofessional learning model. Eur J Dent Educ. 2021 Aug;25(3):592–599. DOI:10.1111/eje.12636.
   PubMed Web of Science ®Google Scholar
• Nash A, Hoy A. Terminal care in the community–an evaluation of residential workshops for general practitioner/district nurse teams. Palliat Med. 1993;7(1):5–17.
   PubMedGoogle Scholar
• Swiss Academy of Medical Sciences. Research with human subjects: a manual for practitioners. 2 ed. Bern: Swiss Academy of Medical Sciences; 2015.
   Google Scholar