Introducing students to patient safety through an online interprofessional course
| Autor: | Maralynne D. Mitcham, James S. Zoller, Jean Nappi, Laurine Charles, Amy V. Blue, David Howell, Yiannis Koutalos |
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| Jazyk: | angličtina |
| Rok vydání: | 2010 |
| Předmět: |
Medical education
Academic year Knowledge management business.industry Interprofessional education interprofessional Session (web analytics) Education online education Patient safety Course evaluation Facilitator Perspective Health care patient safety ComputingMilieux_COMPUTERSANDEDUCATION Medicine Advances in Medical Education and Practice business Inclusion (education) |
| Zdroj: | Advances in Medical Education and Practice |
| ISSN: | 1179-7258 |
| Popis: | Amy V Blue1,*, Laurine Charles2, David Howell1, Yiannis Koutalos3, Maralynne Mitcham4, Jean Nappi5, James Zoller61Office of the Provost, Medical University of South Carolina, Charleston, SC, USA; 2College of Health Professions, Medical University of South Carolina, Charleston, SC, USA; 3Departments of Ophthalmology and Neurosciences, Medical University of South Carolina, Charleston, SC, USA; 4Department of Health Professions, Medical University of South Carolina, Charleston, SC, USA; 5South Carolina College of Pharmacy, Medical University of South Carolina, Charleston, SC, USA; 6Department of Health Sciences and Research, Medical University of South Carolina, Charleston, SC, USA*Authorship is listed alphabeticallyAbstract: Interprofessional education (IPE) is increasingly called upon to improve health care systems and patient safety. Our institution is engaged in a campus-wide IPE initiative. As a component of this initiative, a required online interprofessional patient-safety-focused course for a large group (300) of first-year medical, dental, and nursing students was developed and implemented. We describe our efforts with developing the course, including the use of constructivist and adult learning theories and IPE competencies to structure students' learning in a meaningful fashion. The course was conducted online to address obstacles of academic calendars and provide flexibility for faculty participation. Students worked in small groups online with a faculty facilitator. Thematic modules were created with associated objectives, online learning materials, and assignments. Students posted completed assignments online and responded to group members' assignments for purposes of group discussion. Students worked in interprofessional groups on a project requiring them to complete a root cause analysis and develop recommendations based on a fictional sentinel event case. Through project work, students applied concepts learned in the course related to improving patient safety and demonstrated interprofessional collaboration skills. Projects were presented during a final in-class session. Student course evaluation results suggest that learning objectives and content goals were achieved. Faculty course evaluation results indicate that the course was perceived to be a worthwhile learning experience for students. We offer the following recommendations to others interested in developing an in-depth interprofessional learning experience for a large group of learners: 1) consider a hybrid format (inclusion of some face-to-face sessions), 2) address IPE and broader curricular needs, 3) create interactive opportunities for shared learning and working together, 4) provide support to faculty facilitators, and 5) recognize your learners' educational level. The course has expanded to include students from additional programs for the current academic year.Keywords: patient safety, interprofessional, online education |
| Databáze: | OpenAIRE |
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