Interprofessional education (IPE) has increasingly been delivered online using synchronous and asynchronous mediums; however, little research focuses on facilitation strategies in the synchronous environment. We explored whether the perceived strategies used by facilitators in online synchronous IPE facilitation are similar to those used in face-to-face and online asynchronous IPE facilitation, and if the strategies are used to a similar degree online in both synchronous and asynchronous environments. Following completion of an online IPE course, students and facilitators were invited to complete an anonymous questionnaire exploring their perceptions of the facilitation strategies used in their synchronous and asynchronous IPE experiences. Responses were received from 118 students and 21 facilitators. Descriptive statistics indicate that students and facilitators perceived facilitation strategies are being used in online synchronous settings that have previously been recognized in asynchronous and face-to-face IPE settings. This included strategies linked to communicating about the design/organization of the experience, providing direct instruction, facilitating and encouraging interprofessional interaction, and contextualizing IPE. Wilcoxon Signed-Rank tests demonstrated a perception that these strategies were being used to a greater extent in the synchronous than asynchronous environment. This knowledge is useful to further refine the training of online IPE facilitators in both synchronous and asynchronous settings.
Keywords: Asynchronous; Interprofessional education; community of inquiry; facilitation strategies; online; synchronous.