Poster Presentation

Implementation and Assessment of Synchronous Online Interprofessional Education: Comparing Approaches to Collaborative Practice

- CDT
Room: Grand Central Foyer
Kimberley Begley, PharmD, RPh, FNAP
Creighton University
Nicole Nielsen, PharmD, BCACP, APh, MEHP
Creighton University
Track:
  • Innovative Approaches to Interprofessional Pedagogy and Education Science
Interprofessional education (IPE) is essential for preparing healthcare students to deliver collaborative, patient-centered care. Synchronous online IPE offers a practical solution to common barriers, such as scheduling and space constraints, yet its effectiveness relative to in-person activities remains underexamined.Goals, objectives, and purpose: This study aimed to evaluate the impact of synchronous online IPE activities on student confidence and teamwork performance, comparing these outcomes to in-person IPE activities conducted in a clinical setting.Methods/Methodology: Second- and third-year pharmacy students engaged in synchronous online IPE activities. Second-year students collaborated with physician assistant (PA) and nurse practitioner (NP) students on chronic disease management cases, developing patient-centered care plans. Third-year students worked with PA or NP students on standardized patient cases involving ethical dilemmas, focusing on collaboratively formulating assessments and plans while incorporating patient perspectives. Team performance during online activities was assessed using the Creighton Interprofessional Collaborative Evaluation (C-ICE©), which evaluates team-based behaviors. Confidence surveys were administered to the same student cohort after second-year online chronic disease cases, third-year online ethics cases, and third-year in-person clinic sessions.Results/Findings: Teams participating in synchronous online IPE activities demonstrated high performance, achieving an average C-ICE© score of 93%, reflecting effective teamwork. Confidence surveys revealed no statistically significant differences between the online and in-person activities, indicating that students perceived the online sessions to be equally effective. Thematic analysis of student reflections identified key themes, including the value of interprofessional collaboration, effective communication, and patient-centered care.Conclusions, implications, and/or curiosities: Synchronous online IPE activities are an effective alternative to in-person learning, fostering teamwork and confidence at comparable levels. These findings underscore the viability of online IPE for interprofessional training and its potential to overcome logistical challenges while maintaining educational quality.

References

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