Outcomes of an Online, Interprofessional Stroke Simulation: Mixed Methods Analysis.

The purpose of this study was to investigate how postgraduate engagement is affected by the sense of belonging, academic self‐efficacy and academic hardiness. The validated self‐reported scales were used to survey 308 postgraduate students in Mainland China who had taken distance learning courses. The proposed research model exhibited high predictive performance, confirming the established 10 hypotheses. The results indicated that sense of belonging positively and significantly influenced academic self‐efficacy, academic hardiness and postgraduates' emotional engagement. Academic self‐efficacy and academic hardiness had a positive and statistically significant impact on postgraduates' cognitive, emotional and behavioural engagement. Therefore, sense of belonging directly impacted postgraduates' emotional engagement and indirectly impacted postgraduates' cognitive and behavioural engagement. We also found a significant mediation effect of academic self‐efficacy and academic hardiness in distance learning courses. Overall, our proposed research model revealed the influence mechanism of sense of belonging, academic self‐efficacy and academic hardiness in postgraduate engagement in distance learning courses. These factors need to be considered when designing and implementing distance learning courses, teachers and researchers need to be aware of these interdependencies in order to maximize learning effects in the distance learning environment.

Interprofessional education: Growing focus on preparing students for team-based care

Framing the Future: Exploring Inter-Professional Education and Practice in an Undergraduate Course

Texas A&M University College of Medicine.

Celebrating the Culture of Interprofessional Collaboration in Athletic Training

The recording of lectures has become common as a way to produce video-based instructional material. Even though the material is often produced using more than one video source - the instructor and the slide, for instance - the result is usually a single video stream.
 We built a system prototype that allows the recording of several video streams associated with a lecture, including the instructor, projected slides, and information presented by the instructor via a computer (software or other videos, for instance). The several video streams, orchestrated using contextual and control information, are used to produce an interactive multi video object.
 The interactive nature of our novel multi video object offers students several alternatives for watching the lecture. When the multi video is used by students of traditional and distance learning courses, is opportune to investigate if there are differences in how students watch and interact with the multi video.
 We captured a problem solving lecture in the theme of Database Design our system. The resulting interactive multivideo object was offered to two groups of students as extra learning material, in preparation for exams. One of the groups attended a traditional, classroom-based course, and the other group attended a distance learning course. In this paper we first give a brief overview of our system, and then we present observations of how both groups of students interacted with the multi video multimedia learning object. We could observe, for instance, that students from the traditional course used the alternative views allowed by multi video more than students from the distance learning course, while students from the distance learning course spent more time watching and interacted more with the interactive multi video.

The European Commission established and has sponsored the EuroTraining project to serve the European knowledge market by providing a coherent and single entry point to an extensive training market. Through relevant training courses and through its management of a valued quality system and easy-to-use Web information service, the EuroTraining project has been successfully stimulating exploitation of state-of-the-art microsystems and microelectronics technologies and creating new opportunities for industry. EuroTraining is also aiming to create a comprehensive listing of distance learning courses and to develop essential missing ones, by encouraging course providers and centres of excellence to use the directory to promote their own distance learning training material (Illyefalvi-Vitez, 2003; Illyefalvi-Vitez and Gordon, 2004). The distance learning element of the directory was set up in response to the needs of those who require flexibility in the way they learn. Distance learning increases opportunities for all. In the paper we outline the results of an evaluating survey and gap analysis of distance learning (DL) courses, which were available in the EuroTraining course directory after a year that the section was set up. The information on the DL courses was collected, categorized and studied. The evaluators used a scoring system for each training course, covering: course title, language, venue, description, cost, contents and timetable, level/target audience, on-line contact with tutor, type of support, further information, course provider, access to the course provider Web site, access to the course, and course notes. In addition to the evaluation of the DL courses, three best practices initiated by the EuroTraining Project are also presented: 1) a distance learning course model, which illustrates how multimedia tools, knowledge base management and quiz-like self-test are combined in a high-level DL module of thick film technology, 2) a review of the five train-the-trainers courses provided during the EuroTraining project, and where Internet based electronic textbooks were successfully used, and 3) an introduction to EuroTraining course action, which includes more than 70 microsystem modules of master courses of ca 30 university professors, who are sharing their Internet based teaching tools with each others by this action.

A Structured Approach to Intentional Interprofessional Experiential Education at a Non-Academic Community Hospital

IntroductionOne of the core pharmacist competencies in genomics focuses on collaborating as a member of an interprofessional team as the pharmacogenomics expert. These teams may include genetic counselors, who are naturally suited to collaborate with pharmacists in the provision of pharmacogenomics‐based care. Interprofessional education (IPE) in clinical pharmacogenomics is needed to encourage pharmacist‐genetic counselor collaboration, especially within a real‐world, patient care setting.ObjectiveTo describe the creation and impact of a novel, intentional interprofessional experiential education learning experience in clinical pharmacogenomics for pharmacy and genetic counseling students.MethodsPharmacy and genetic counseling students participated in intentional interprofessional experiential education in clinical pharmacogenomics within a multidisciplinary pharmacogenomics clinic. Each IPE experience occurred during a single clinic day with two pharmacy students and one genetic counseling student when the clinical site was not actively hosting Advanced Pharmacy Practice Experience students. The students engaged in intentional educational activities before, during, and after the clinic to support their understanding of clinical pharmacogenomics and interprofessional collaborative practice. The impact of this intentional interprofessional experiential education activity was assessed retrospectively through thematic analysis of written student reflections.ResultsDuring the 2023–2024 academic year, a total of 36 pharmacy and genetic counseling students were invited to participate in the clinical pharmacogenomics IPE activity. Of this group, 34 students participated and completed a written reflection on their experience. Themes identified in the written reflections were consistent with the four Interprofessional Education Collaborative (IPEC) core competencies. Student comments also elucidated how they intend to apply what they have learned to their future health care careers.ConclusionThis IPE model involving pharmacy and genetic counseling students within a pharmacogenomics clinic is sustainable, impactful, and addresses both the core competencies in genomics for pharmacists and the IPEC core competencies for interprofessional collaborative practice.

The makers’ markets are more effective and promising in the information society than the mediators’ markets are. The e-learning market is one of these future-oriented types of the most promising markets for Ukraine. So it is very important to start a process of commercialisation of the Ukrainian distance learning courses by the Ukrainian developers. The Ukrainian distance learning market is only on an introduction stage of its life-cycle. This stage needs to find out more effective ways of getting high profits. But there is no clear understanding how the Ukrainian developers of the distance learning courses have to commercialize their works. The article analyses the dynamics of the world-wide markets of e-learning to highlight effective marketing instruments to enter in the Ukrainian market of e-learning and more effective geographic markets for the Ukrainian distance learning courses to spread. In the article the three-step model of distance learning courses commercialisation was developed on the basis of the marketing research results of e-learning markets in the developed countries as effective analogy for Ukraine and other emerging countries in the future. The first step of distance learning courses commercialisation means sharing free access to the distance learning courses for the target audiences of potential customers. The second step of the three-step model of distance learning courses commercialisation means public-private partnership and different types of investments. The third step of the three-step model of distance learning courses commercialisation is characterized by forming the market relations between the distance learning courses developers and their customers. The article emphasizes that traditional commercialisation of distance learning courses is possible only on the third step in emerging countries.

Background: Thiis qualitative longitudinal study describes an Interprofessional Education (IPE) collaboration between a public university with medical and pharmacy schools and a private, non-affiliated university with a nursing school. The study explores the dynamics of the IPE partnership and lessons learned over a three-year period in which members of the collaborative directed three IPE simulations.Methods and Findings: An autoethnographic inquiry technique was used to interview eight collaborators who designed and implemented a large-scale IPE simulation for approximately 300 students and 100 faculty members annually for three years. Two, 90-minute group narrative interviews were conducted and audio recorded for transcription and analysis. Five themes emerged: Natural Collaboration, Shared Vision and Commitment, Integrations and Synergy, All Hands on Deck, and Lasting Foundations. Collaborators agreed the joint effort was a positive experience with multidimensional returns on investment. They applied teamwork competencies to build the partnership, develop the IPE simulation, and overcome implementation challenges.Conclusions: Thiis article provides readers with the opportunity to learn from those who have been intimately involved in the design and implementation of a large-scale IPE collaboration to enhance the shared learning process for health students and faculty. Findings highlight the complexity of building an IPE collaborative and the necessity to build partnerships with facilitators committed to communication.

The past decade witnessed momentum toward redesigning the U.S. health care system with the intent to improve quality of care. To achieve and sustain this change, health professions education must likewise reform to prepare future practitioners to optimize their ability to participate in the new paradigm of health care delivery. Recognizing that interprofessional education (IPE) is gaining momentum as a crucial aspect of health care professions training, this article provides an introduction to IPE programs from three different academic health centers, which were developed and implemented to train health care practitioners who provide patient-centered, collaborative care. The three participating programs are briefly described, as well as the processes and some lessons learned that were critical in the process of adopting IPE programs in their respective institutions. Critical aspects of each program are described to allow comparison of the critical building blocks for developing an IPE program. Among those building blocks, the authors present information on the planning processes of the different institutions, the competencies that each program aims to instill in the graduates, the snapshot of the three curricular models, and the assessment strategies used by each institution. The authors conclude by providing details that may provide insight for academic institutions considering implementation of IPE programs.

1. Michelle R. Brown, MS, MLS(ASCP)CMSBBCM[⇑][1] 1. University of Alabama at Birmingham, School of Health Professions, Department of Clinical and Diagnostic Sciences, Birmingham, AL 2. Dana Bostic, MBA, MLS(ASCP)CM 1. Clinical Laboratory Science Program, DeVry University – Phoenix Campus, Phoenix, AZ 1. Address for Correspondence: Michelle R. Brown, MS, MLS(ASCP)CMSBBCM, University of Alabama at Birmingham, Assistant Professor, School of Health Professions, Department of Clinical and Diagnostic Sciences, 1705 University Blvd, SHPB 474, Birmingham, AL 35294 1. Explain the significance of interprofessional collaboration as it relates to patient safety and diagnostic errors. 2. Distinguish the difference between interprofessional education and multiprofessional education in healthcare simulation. 3. Align interprofessional core competencies with their fundamental principles. INTRODUCTION In 1998, the Institute of Medicine (IOM) published the report, To Err is Human, in which they stated that up to 98,000 people die each year due to medical errors.1 A more recent study, published in 2013, estimates that preventable adverse events contribute to nearly 210,000 premature deaths per year.2 The body of literature on patient safety and error prevention continues to grow with much of this literature focusing on effective communication and teamwork.3-5 In the report, Improving Diagnosis in Healthcare, the IOM recommends increasing collaboration among medical professionals to reduce diagnostic error. Working in interprofessional teams is also encouraged in the educational realm.6 Graduating students who are knowledgeable about and proficient in interprofessional teamwork and communication should be a priority in healthcare education programs, including Clinical Laboratory Science (CLS). Simulation-enhanced interprofessional education is one way to promote and practice effective communication and teamwork. Interprofessional Education Interprofessional education (IPE) is defined as people from different professions learning about, from, and with each other.7 This differs from multiprofessional education, where students learn side by side, but interaction is not required. The Interprofessional Education Collaborative (IPEC) was formed to promote and encourage interprofessional learning. They developed four core competencies for interprofessional collaborative practice to use as a framework for activity development and curriculum design in education (Table 1).8 The goal is to transform healthcare education and, in turn, have graduates of these programs change and strengthen the quality of patient care in our healthcare systems. As laboratory science students progress through… ABBREVIATIONS: IPEC – Interprofessional Education Collaborative, IPE - Interprofessional education, CLS – Clinical laboratory scientist 1. Explain the significance of interprofessional collaboration as it relates to patient safety and diagnostic errors. 2. Distinguish the difference between interprofessional education and multiprofessional education in healthcare simulation. 3. Align interprofessional core competencies with their fundamental principles. [1]: #corresp-1

ABSTRACTFor many health programmes, developing interprofessional education (IPE) has been a challenge. Evidence on the best method for design and implementation of IPE has been slow to emerge, with little research on how to best incorporate IPE in the asynchronous online learning environment. This leaves online programmes with no clear guidance when embarking upon an initiative to integrate IPE into the curriculum. One tool that can be effective at guiding the incorporation of IPE across all learning platforms is the Interprofessional Education Collaborative (IPEC) competencies. A project was designed to integrate the nationally defined IPEC competencies throughout an asynchronous, online baccalaureate nursing completion programme. A programme-wide review led to targeted revision of course and unit-level objectives, learning experiences, and assessments based on the IPEC framework. As a result of this effort, the programme curriculum now provides interprofessional learning activities across all courses. This report provides a method for using the IPEC competencies to incorporate IPE within various asynchronous learning assessments, assuring students learn about, with, and from other professions.

The general objectives of this study are: to analyze significant indicators for assessment of the effectiveness of Distance Learning (DL) courses; to check the extent to which such effectiveness is related to the quality of interactive processes; to examine characteristic elements of individuals’ conversations while they interact in study groups within virtual environments, with a view to contributing toward the effectiveness of DL courses; the development of a methodology for assessing the effectiveness of distance learning courses. Results confirm the importance of the context, the teacher, and learning-group variables for the effectiveness of distance courses. They also illustrate the relevance of certain speech features of students and teachers in virtual learning environments that generate conversational dynamics and contribute toward meeting the goals of DL courses.