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Challenges to Interprofessional Education: will e-Learning be the Magical Stick?

PURPOSE: In Egypt, the main challenges to interprofessional education (IPE) implementation are complexity of the required curricular design, the attitudinal barriers between professions, and the needed resources. Action research work was planned and implemented to identify alternative solutions to o...

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Autores principales: Abdelaziz, Adel, Mansour, Tayseer, Alkhadragy, Rania, Abdel Nasser, Asmaa, Hasnain, Memoona
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Dove 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8021134/
https://www.ncbi.nlm.nih.gov/pubmed/33833606
http://dx.doi.org/10.2147/AMEP.S273033
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author Abdelaziz, Adel
Mansour, Tayseer
Alkhadragy, Rania
Abdel Nasser, Asmaa
Hasnain, Memoona
author_facet Abdelaziz, Adel
Mansour, Tayseer
Alkhadragy, Rania
Abdel Nasser, Asmaa
Hasnain, Memoona
author_sort Abdelaziz, Adel
collection PubMed
description PURPOSE: In Egypt, the main challenges to interprofessional education (IPE) implementation are complexity of the required curricular design, the attitudinal barriers between professions, and the needed resources. Action research work was planned and implemented to identify alternative solutions to overcome barriers to IPE in the local Egyptian context. METHODS: -An 8-week e-learning elective course was developed, implemented, and evaluated. A mixed group of 30 nursing and medical students was enrolled voluntarily in the course. Female to male ratio was 3:2. Four faculty members were assigned to manage the course. Based on the EMRO-WHO guidelines, ethics content was selected and organized. A closed Facebook group was created and utilized as the e-learning platform. Facilitated large-group and case-based discussions were the main instructional methods. Scoring of mixed small group assignments was the main assessment tool. Course evaluation was conducted using the Interprofessional Socialization and Valuing Scale (ISVS) and an Online-Course Evaluation Questionnaire (OCEQ). RESULTS: ISVS results revealed that students’ perception of ability, comfort and value in working with others, were all positive. The OCEQ provided additional evidence regarding the satisfaction of students with the Facebook group as a learning platform. Assignment submission rate was 90%. Success rate of small group assignments (scores ≥ 60%) was 100%. Response rate to the open online discussions was 63%. Through peer evaluation as well as direct observation of online discussions, there was evidence of distinct contributions by females and by medical students compared to nursing students. CONCLUSION: As evidenced by the students’ perception and performance, our IPE distance learning experience was valuable. Motivation of medical students as well as females was evident. IPE is a challenging process. The elective approach and using DL can offer solutions. Conducting relevant practical sessions as well as sustainability of this IPE e-learning experience remain key challenges.
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spelling pubmed-80211342021-04-07 Challenges to Interprofessional Education: will e-Learning be the Magical Stick? Abdelaziz, Adel Mansour, Tayseer Alkhadragy, Rania Abdel Nasser, Asmaa Hasnain, Memoona Adv Med Educ Pract Original Research PURPOSE: In Egypt, the main challenges to interprofessional education (IPE) implementation are complexity of the required curricular design, the attitudinal barriers between professions, and the needed resources. Action research work was planned and implemented to identify alternative solutions to overcome barriers to IPE in the local Egyptian context. METHODS: -An 8-week e-learning elective course was developed, implemented, and evaluated. A mixed group of 30 nursing and medical students was enrolled voluntarily in the course. Female to male ratio was 3:2. Four faculty members were assigned to manage the course. Based on the EMRO-WHO guidelines, ethics content was selected and organized. A closed Facebook group was created and utilized as the e-learning platform. Facilitated large-group and case-based discussions were the main instructional methods. Scoring of mixed small group assignments was the main assessment tool. Course evaluation was conducted using the Interprofessional Socialization and Valuing Scale (ISVS) and an Online-Course Evaluation Questionnaire (OCEQ). RESULTS: ISVS results revealed that students’ perception of ability, comfort and value in working with others, were all positive. The OCEQ provided additional evidence regarding the satisfaction of students with the Facebook group as a learning platform. Assignment submission rate was 90%. Success rate of small group assignments (scores ≥ 60%) was 100%. Response rate to the open online discussions was 63%. Through peer evaluation as well as direct observation of online discussions, there was evidence of distinct contributions by females and by medical students compared to nursing students. CONCLUSION: As evidenced by the students’ perception and performance, our IPE distance learning experience was valuable. Motivation of medical students as well as females was evident. IPE is a challenging process. The elective approach and using DL can offer solutions. Conducting relevant practical sessions as well as sustainability of this IPE e-learning experience remain key challenges. Dove 2021-04-01 /pmc/articles/PMC8021134/ /pubmed/33833606 http://dx.doi.org/10.2147/AMEP.S273033 Text en © 2021 Abdelaziz et al. https://creativecommons.org/licenses/by-nc/3.0/This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/ (https://creativecommons.org/licenses/by-nc/3.0/) ). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms (https://www.dovepress.com/terms.php).
spellingShingle Original Research
Abdelaziz, Adel
Mansour, Tayseer
Alkhadragy, Rania
Abdel Nasser, Asmaa
Hasnain, Memoona
Challenges to Interprofessional Education: will e-Learning be the Magical Stick?
title Challenges to Interprofessional Education: will e-Learning be the Magical Stick?
title_full Challenges to Interprofessional Education: will e-Learning be the Magical Stick?
title_fullStr Challenges to Interprofessional Education: will e-Learning be the Magical Stick?
title_full_unstemmed Challenges to Interprofessional Education: will e-Learning be the Magical Stick?
title_short Challenges to Interprofessional Education: will e-Learning be the Magical Stick?
title_sort challenges to interprofessional education: will e-learning be the magical stick?
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8021134/
https://www.ncbi.nlm.nih.gov/pubmed/33833606
http://dx.doi.org/10.2147/AMEP.S273033
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