Abstract
The purpose of the articles was to describe a narrative review of literature for Concept-based eLearning, which was introduced in the predoctoral interprofessional education (IPE) curriculum to teach key transferable ideas and to consider the context of dental care in the spectrum of comprehensive patient care. The COVID -19 pandemic has further presented a disruption to the usual curriculum, and time to rethink and redesign the interprofessional education course at Harvard School of Dental Medicine (HSDM) with new pedological methods. Concept-based eLearning videos were incorporated into the interprofessional educational courses in order to advance the teaching and learning approaches. It was an attempt to provide student-focused teaching strategies which not only gave students the flexibility to learn at their own pace but also aimed at helping them increase retention and synthesize and apply knowledge. Concept videos were targeted at learning goals and were kept brief and conversational to enhance engagement. The concept-based eLearning facilitated an environment to assist students in developing awareness of interprofessional relations and communications within the health care team. Continued development and evaluation of the concept-based eLearning videos are essential in addition to faculty development efforts to support the new educational methodology.
Highlights
It is important for a dental curriculum to foster independent learning, critical thinking, and lifelong learning skills that are important to healthcare professionals
As part of the curriculum redesign process, new pedagogical methods were introduced into the curriculum at Harvard School of Dental Medicine (HSDM)
The new approach to interprofessional education (IPE) incorporated educational pedagogies to enhance the academic environment for millennial learners
Summary
It is important for a dental curriculum to foster independent learning, critical thinking, and lifelong learning skills that are important to healthcare professionals. The concept-based format using learning videos as part of the IPE course was taught using changes in pedagogical approaches to teaching and learning to meet the challenges of the increasing need to effectively incorporate interprofessional education in predoctoral dental education. It has become imperative during the COVID-19 pandemic to create synchronous and asynchronous learning materials to get the course material to the students in meaningful ways [7,8]. The integration of concept-based eLearning videos into the interprofessional education courses was an attempt to simulate activities, procedures, and patient experiences and to facilitate the process for the student to accept new information. The purpose of the article was to describe the new pedagogical approaches to teaching and learning in interprofessional education using concept-based eLearning videos
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