The feasibility and acceptability of using virtual world technology for interprofessional education in palliative care: a mixed methods study

ABSTRACT

The objective of this mixed methods study was to evaluate the feasibility and acceptability of using a virtual world educational environment for interprofessional health professions students learning about palliative care. Graduate students (n = 35) from five different health professions programs (medicine, nursing, nutrition, physical therapy, and social work) across two educational institutions participated in a small-group immersive educational experience focused on palliative care in the virtual world of Second Life. Collected data included pre and post surveys of interprofessional attitudes using previously-published questionnaires as well as student reflective writing and photographs about their experience. We found it was feasible to create and deliver an interprofessional educational experience in palliative care in a virtual world environment. The educational experience was acceptable to participants, with an improvement in attitudes toward interprofessional education and interprofessional teamwork after a single virtual world educational session, based on both quantitative and qualitative results. Students found the virtual world environment acceptable for interprofessional education focused on palliative care, based on qualitative results. As health professions schools develop interprofessional education curricula, the use of virtual world technology may be an important modality to consider, to effectively and conveniently bring interprofessional learners together.

KEYWORDS:

• Interprofessional education
• palliative care
• mixed methods
• virtual reality
• teamwork
• collective learning

Acknowledgments

The authors thank Dr. Christopher Morley for his advice on the development of this manuscript. The authors also thank the deans, faculty and participating students at Simmons University and Tufts University School of Medicine for their support.

Declaration of interest

The authors report no conflicts of interest related to this work. The authors alone are responsible for the content and writing of this article. Dr. Mitchell has provided lectures sponsored by Merck & Co on Relationship Centered Care. No product promotion is permitted at these programs. Dr. Mitchell also hold equity interest in a commercial firm delivering digital health solutions for diabetes. None of the firm’s products were used in this research.

Presentations

Some components of this paper were presented at the 2018 Society of Teachers of Family Medicine Annual Conference, Washington, DC.

Additional information

Funding

Tufts University School of Medicine provided funding to support this research through an internal Innovations in Education grant.

Notes on contributors

Amy L. Lee

Amy L. Lee, MD, FAAFP, is the Associate Clerkship Director and Director of Medical Student Advising for the Department of Family Medicine at Tufts University School of Medicine, Boston, Massachusetts.

Michelle DeBest

Michelle DeBest, DNP, APRN-BC is a Continuity Care Nurse Practitioner for the Managed Care 360 Team at Signature Healthcare Brockton Hospital, Brockton, Massachusetts.

Rebecca Koeniger-Donohue

Rebecca Koeniger-Donohue, PhD, ANP-BC, FAANP is a Professor of Practice at Simmons University in Boston, Massachusetts.

Shelley R. Strowman

Shelley R. Strowman, PhD, is an Associate Professor of Practice at Simmons University where she teaches and consults on statistics and research methodology.

Suzanne E. Mitchell

Suzanne E. Mitchell, MD MSc is an Associate Professor of Family Medicine and Palliative Care at Boston University School of Medicine