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Results and lessons learned from a virtual multi-institutional problem-based interprofessional learning approach: The VIPE program.

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Title: Results and lessons learned from a virtual multi-institutional problem-based interprofessional learning approach: The VIPE program.
Authors: Showstark, Mary, Joosten-Hagye, Dawn, Wiss, Andrew, Resnik, Cheryl, Embry, Erin, Zschaebitz, Elke, Symoniak, Melanie R., Maxwell, Barbara, Simmons, Anita, Fieten, Jennifer
Source: Journal of Interprofessional Care. Jan/Feb2023, Vol. 37 Issue 1, p164-167. 4p. 1 Chart.
Subjects: Online education, Accreditation, Teaching methods, Virtual reality, Problem-based learning, Learning strategies, Interprofessional relations, Research funding, Interdisciplinary education, Education
Abstract: The importance of interprofessional collaborative practice has come into focus over the past decade as coordination and delivery of health care becomes increasingly complex. The need for students to acquire collaboration-building skills to prepare them to work effectively within diverse healthcare teams to improve patient outcomes is a goal of interprofessional education (IPE). Accrediting bodies across healthcare professions require IPE as part of a robust curriculum to build collaborative skill sets and create a practice ready workforce. To respond to this need, an online healthcare program developed an innovative model for student collaboration across professions and institutions through a virtual interprofessional education (VIPE) program. The VIPE model aims to simulate clinical practice via an asynchronous and synchronous pedagogical approach that combines PBL/CBL with psychological safety. VIPE demonstrated statistically significant gains in knowledge and positive attitudes toward interprofessional collaborative practice as a result of participation in the VIPE program. During COVID-19, the demand for high quality IPE for health professions' students in virtual settings has grown, VIPE has the potential to be a solution for this. VIPE requires a dedicated committee and technical lead. Further research could involve longitudinal studies and nonaggregate models. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Results and lessons learned from a virtual multi-institutional problem-based interprofessional learning approach: The VIPE program.
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  Data: <searchLink fieldCode="AR" term="%22Showstark%2C+Mary%22">Showstark, Mary</searchLink><br /><searchLink fieldCode="AR" term="%22Joosten-Hagye%2C+Dawn%22">Joosten-Hagye, Dawn</searchLink><br /><searchLink fieldCode="AR" term="%22Wiss%2C+Andrew%22">Wiss, Andrew</searchLink><br /><searchLink fieldCode="AR" term="%22Resnik%2C+Cheryl%22">Resnik, Cheryl</searchLink><br /><searchLink fieldCode="AR" term="%22Embry%2C+Erin%22">Embry, Erin</searchLink><br /><searchLink fieldCode="AR" term="%22Zschaebitz%2C+Elke%22">Zschaebitz, Elke</searchLink><br /><searchLink fieldCode="AR" term="%22Symoniak%2C+Melanie+R%2E%22">Symoniak, Melanie R.</searchLink><br /><searchLink fieldCode="AR" term="%22Maxwell%2C+Barbara%22">Maxwell, Barbara</searchLink><br /><searchLink fieldCode="AR" term="%22Simmons%2C+Anita%22">Simmons, Anita</searchLink><br /><searchLink fieldCode="AR" term="%22Fieten%2C+Jennifer%22">Fieten, Jennifer</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Interprofessional+Care%22">Journal of Interprofessional Care</searchLink>. Jan/Feb2023, Vol. 37 Issue 1, p164-167. 4p. 1 Chart.
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  Data: <searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Accreditation%22">Accreditation</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+reality%22">Virtual reality</searchLink><br /><searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br /><searchLink fieldCode="DE" term="%22Education%22">Education</searchLink>
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  Data: The importance of interprofessional collaborative practice has come into focus over the past decade as coordination and delivery of health care becomes increasingly complex. The need for students to acquire collaboration-building skills to prepare them to work effectively within diverse healthcare teams to improve patient outcomes is a goal of interprofessional education (IPE). Accrediting bodies across healthcare professions require IPE as part of a robust curriculum to build collaborative skill sets and create a practice ready workforce. To respond to this need, an online healthcare program developed an innovative model for student collaboration across professions and institutions through a virtual interprofessional education (VIPE) program. The VIPE model aims to simulate clinical practice via an asynchronous and synchronous pedagogical approach that combines PBL/CBL with psychological safety. VIPE demonstrated statistically significant gains in knowledge and positive attitudes toward interprofessional collaborative practice as a result of participation in the VIPE program. During COVID-19, the demand for high quality IPE for health professions' students in virtual settings has grown, VIPE has the potential to be a solution for this. VIPE requires a dedicated committee and technical lead. Further research could involve longitudinal studies and nonaggregate models. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=161178552
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      – Type: doi
        Value: 10.1080/13561820.2022.2040453
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      – Code: eng
        Text: English
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        PageCount: 4
        StartPage: 164
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      – SubjectFull: Online education
        Type: general
      – SubjectFull: Accreditation
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      – SubjectFull: Teaching methods
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      – SubjectFull: Virtual reality
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      – SubjectFull: Problem-based learning
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      – SubjectFull: Learning strategies
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      – SubjectFull: Interprofessional relations
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      – SubjectFull: Research funding
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      – TitleFull: Results and lessons learned from a virtual multi-institutional problem-based interprofessional learning approach: The VIPE program.
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              M: 01
              Text: Jan/Feb2023
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