An asynchronous, interprofessional teams and teamwork experience for the first-exposure learner

Abstract

Abstract Interprofessional education (IPE) is crucial to prepare health professional students to provide collaborative care that promotes the quadruple aim. This four-week asynchronous experience included two readings focused on IPE followed by an online knowledge-based quiz, two team case scenarios, and pre- and post-surveys. This format was selected to deliver a foundational learning experience for a wide range of disciplines across multiple campuses. The overall objective was to instill foundational level knowledge of effective teamwork and teams that students can apply to teamwork with peers and in an IPE scenario. Specific competencies that were assessed included the ability of students to (1) describe the roles and practices of effective teams; (2) engage self and others to understand disagreements about values, roles, and actions that arise among health and other professionals; and (3) reflect on team performance individually and as part of a team. Objectives were assessed using the pre- and post-survey data. A total of 345 students from five disciplines and two campuses at one university enrolled in the course. By the end of the module, students were able to identify benefits and challenges to working in an interdisciplinary team and recognize the value that interprofessional teams can bring to a healthcare environment. This study is important because it uses an asynchronous, flexible approach to provide an IPE experience that helps to overcome commonly cited barriers and targets an often overseen audience, the first-exposure learner. Key resources included a learning management system that is accessible by all students and a teaching assistant to support the large number of students in the experience.