Virtual interprofessional (VIP) education, a family medicine-occupational therapy-physiotherapy collaborative experience: the perspectives of patients, learners and providers on the opportunities and challenges

Figures & data

Table 1. List of participants included in study.

Participant setting	Participant type	Number of participants
Focus group 1	Student Physiotherapist	2
Focus group 2	Occupational Therapy Preceptor	1
	Family Physicians (Providers)	4
	Residents	1
	Family Practice Nurse	1
Focus group 3	Student Occupational Therapist	4
Focus group 4	Student Occupational Therapist	2
Preceptor interview	Occupational Therapy Preceptor	1
Patient representative interview	Patient representative	4
Total	Number of participants (n=)	20

Table 2. Overview of categories and subcategories.

Category	Sub-Category
Challenges of enacting VIP care in FM	1. Lack of suitability of virtual practices for some patients and services 2. Learning to communicate using virtual technologies
Operational challenges	1. Inadequate development of virtual documentation processes for learners and lack of face-to-face on boarding and orientation 2. Inadequate technologies 3. Long term sustainability of VIP learner opportunity and continuity of VIP care for patients
Facilitators of enacting VIP care in FM	1. Using innovative virtual team huddles to promote dialogue and collaboration 2. Using technologies to optimize and expedite interprofessional communications and opportunities for patients 3. Learner and physicians’ direct collaboration 4. Learner to learner collaboration
Experiential Learning Outcomes and Benefits of VIP care in FM	1. Patient Care 2. Interprofessional Competencies Acquisition