Using an interprofessional flipped classroom educational strategy for developing evidence-based practice knowledge and skills

Abstract

Abstract Evidence-based practice (EBP) is the standard approach used by healthcare practitioners to provide high quality, patient-centered healthcare. Given that all health professions students require education in both EBP and interprofessional collaboration, we used the advantages of a flipped classroom instructional strategy to provide an interprofessional EBP instruction program. Health professions students who had a clear understanding of their professional roles and had engaged in some clinical experience participated in this pilot program. The program consisted of three online learning modules (3.5 h) and one in-person faculty facilitated interprofessional case-based EBP learning activity (2 h). This program was designed with the following objectives (and assessments): develop students' foundational EBP knowledge and skills (module quizzes); increase students' understanding of health professionals' roles and responsibilities (module quiz); and improve students' attitudes toward interprofessional teamwork and communication (Readiness for Interprofessional Learning Scale). Program feasibility was also assessed. Student evaluations of the program indicated they learned skills they felt contributed to their successful participation in the in-person activity. Additionally, students reported a better understanding of the benefits and challenges of working in interprofessional teams. Students preferred the flipped classroom approach to a more traditional approach and favored learning in an interprofessional group. The major impact of this program is the potential for health professions students to gain foundational EBP knowledge and skills and experience in interprofessional teams by transitioning uni-professional, traditional EBP instruction to a flipped classroom educational strategy with students from multiple health professions programs.