Development and implementation of a virtual "collaboratory" to foster interprofessional team-based learning using a novel faculty-student partnership

Allison Shorten; David Alexandre Cruz Walma; Peter Bosworth; Brett Shorten; Bright Chang; Matthew D Moore; Laura Vogtle; Penni I Watts

doi:10.1016/j.profnurs.2023.03.008

Development and implementation of a virtual "collaboratory" to foster interprofessional team-based learning using a novel faculty-student partnership

J Prof Nurs. 2023 May-Jun:46:155-162. doi: 10.1016/j.profnurs.2023.03.008. Epub 2023 Mar 29.

Authors

Allison Shorten¹, David Alexandre Cruz Walma², Peter Bosworth³, Brett Shorten⁴, Bright Chang⁵, Matthew D Moore⁶, Laura Vogtle⁷, Penni I Watts⁸

Affiliations

¹ School of Nursing, University of Alabama at Birmingham, 1701 University Blvde., Birmingham, AL 35294, USA; Office of Interprofessional Curriculum, Center for Interprofessional Education and Simulation, University of Alabama at Birmingham, Birmingham, AL 35294, USA. Electronic address: ashorten@uab.edu.
² School of Dentistry, University of Alabama at Birmingham, 1919 7th Ave. South, Birmingham, AL 35233, USA; Cell Biology Section, National Institute of Dental and Craniofacial Research, National Institutes of Health Building 30, 30 Convent Drive, Bethesda, MD 20892-4370, USA; Centre for Medicines Discovery, University of Oxford, Old Road Campus Research Building, Roosevelt Drive, Oxford, OX3 7DQ, UK. Electronic address: david.cruzwalma@ndm.ox.ac.uk.
³ Office of Interprofessional Curriculum, Center for Interprofessional Education and Simulation, University of Alabama at Birmingham, Birmingham, AL 35294, USA. Electronic address: bosworth@uab.edu.
⁴ Office of Interprofessional Curriculum, Center for Interprofessional Education and Simulation, University of Alabama at Birmingham, Birmingham, AL 35294, USA. Electronic address: bshorten@uab.edu.
⁵ School of Dentistry, University of Alabama at Birmingham, 1919 7th Ave. South, Birmingham, AL 35233, USA.
⁶ Heersink School of Medicine, University of Alabama at Birmingham, 510 20(th) Street South, Birmingham, AL 35233, USA. Electronic address: mdm0022@uab.edu.
⁷ School of Health Professions, University of Alabama at Birmingham, 1701 University Blvde., Birmingham, AL 35294, USA. Electronic address: lvogtle@uab.edu.
⁸ School of Nursing, University of Alabama at Birmingham, 1701 University Blvde., Birmingham, AL 35294, USA; Office of Interprofessional Curriculum, Center for Interprofessional Education and Simulation, University of Alabama at Birmingham, Birmingham, AL 35294, USA. Electronic address: piwatts@uab.edu.

PMID: 37188405
DOI: 10.1016/j.profnurs.2023.03.008

Abstract

Background: Safe and efficient healthcare demands interprofessional collaboration. To prepare a practice-ready workforce, students of health professions require opportunities to develop interprofessional competencies. Designing and delivering effective interprofessional learning experiences across multiple professions is often hampered by demanding course loads, scheduling conflicts, and geographical distance. To overcome traditional barriers, a case-based online interprofessional collaboratory course was designed for professions of dentistry, nursing, occupational therapy, social work and public health using a faculty-student partnership model.

Aim: To build a flexible, web-based, collaborative learning environment for students to actively engage in interprofessional teamwork.

Methods: Learning objectives addressed Interprofessional Education Collaborative (IPEC) core competency domains of Teamwork, Communications, Roles/Responsibilities, and Values/Ethics. Four learning modules were aligned with developmental stages across the case patient's lifespan. Learners were tasked with producing a comprehensive care plan for each developmental life stage using interprofessional teamwork. Learning resources included patient and clinician interviews, discussion board forums, elevator pitch videos, and interprofessional role modelling. A mixed methods quality improvement approach integrated the pre and post IPEC Competency Self-Assessment Tool with qualitative student feedback.

Results: In total, 37 learners participated in the pilot. IPEC Competency Assessment Interaction domain mean scores increased from 4.17/5 to 4.33 (p = 0.19). The Values domain remained high (4.57/5 versus 4.56). Thematic analysis highlighted five core themes for success: active team engagement, case reality, clear expectations, shared team commitment, and enjoyment.

Conclusions: A faculty-student partnership model was feasible and acceptable for designing and implementing a virtual, interprofessional team-based course. Using a quality improvement cycle fast-tracked improvements to course workflow, and highlighted strategies for engaging students in online team-learning.

Keywords: Health professions; Interprofessional competencies; Interprofessional education; Nursing education; Online team training; Virtual.

MeSH terms

Faculty
Humans
Interprofessional Relations*
Learning*
Self-Assessment
Students