Lucy Myers and Julie Attenborough

1. Developing Online Interprofessional Student
Collaboration
Lucy Myers and Julie Attenborough
1

2. Aims for this session
1. Consider benefits of interprofessional collaboration for
healthcare students
2. Consider how online collaboration could benefit students
from other disciplines
3. Identify when online collaboration could beneficial in
promoting student collaboration
4. Plan effective online activities to promote student
collaboration
2

3. Context
1. Who are we and why are we here?
2. Who are you and why are you here?
3

4. Definitions
Interprofessional Collaboration
“…is a planned, purposeful, concerted and sustained endeavour within a defined
legal and policy context to ensure comprehensive provision of quality care which
transcends demarcations between professions, between practice settings, and
between organisations.” (CAIPE (2017) Interprofessional Guidelines P5)
Interprofessional Education
“occasions when two or more professions learn with, from and about each other to
improve collaboration and the quality of care” CAIPE
1. Partcularly for people with long term health conditions where one
profession is not able to provide all the care necessary
4

5. Potential Benefits
Attitude Knowledge
Skills Behaviour
Reeves et al (2016), Gilligan et al (2014)
1.
5

6. Potential Benefits of Student Collaboration in
other disciplines
Attitude
• Collaboration
• Empathy
• Independent
learning
• Empathy
• Motivation
Knowledge Skills
• Communication
• Critical enquiry
• Reflection
• Learning
Boud, D, Cohen, R., Sampson, J. (1999), Tudor, Penlington and McDowell (2010), Sambell, McDowell and Montgomery (2013)
*methods peer tutoring, student led tutorials mostly group assessments.
6

7. Reflection/Sharing Activity
• What do you do?
• What purpose does it serve?
• How do you do it?
• How does it go?
What are your
experiences
of fostering
student
collaboration?
7

8. IPE Project
 Based on Saunder (2016)
 Online Moodle case-based activities
 2 week period September 2018
 34 students: 10 professional groups
Two cases, ana, pregnant woman with bady with Down Syndrome,
Mohammed, man with visual symptoms of pituitary tumour
Volunteers, didn’t get any optometrists,
8

9. 9

10. 10

11. 11

12. Outcomes
 Engagement –Interprofessional Forums
Posted Viewed No
engagement
Total
Case 1 M 39% (9) 83% (19) 17% (4) 23
Case 2 A 18% (2) 64% (7) 36% (4) 11
Total 32% (11) 76% (26) 24% (8) 34
Posted 1-8 times, viewed 1-47 times
12

13. Outcomes
 Engagement –uni professional Forums
Posted Viewed No
engagem
ent
Total
Case 1 M 26% (6) 87% (20) 13% (3) 23
Case 2 A 27% (3) 64% (7) 36% (4) 11
Total 26% (9) 79% (27) 21% (7) 34
13

14. Outcomes
 Engagement - WIKIs
Posted Viewed No
Engagement
Total
Case 1 M 22% (5) 65% (15) 35% (8) 23
Case 2 A 18% (2) 64%(7) 36% (4) 11
Total 21% (7) 65% (22) 35% (12) 34
1-54 views
14

15. Interviews
 10 interviewees
 Case 1 M
 1 medical student
 4 adult nursing students,
 1 community nursing student,
 2 diagnostic radiography students,
 Case 2 A
 1 midwifery student (talking about the Elizabeth scenario)
 1 diagnostic radiography student (who had not taken part in the online
exercise)
2 male, 9 female
15

16. What went well…
 Like format (5/9)
“They set it up really nicely and they gave us lots of information”(P10)
“it was a nice layout and it was clear and easy to follow” (P2)
”I liked how they send separate messages to the different professional groups of
students and you just interpreted them yourselves and work your way up. That
was nice.” (P1)
“…beneficial because we have lectures and then straight into placement at this
time of year, so it was easier to access it online than have to come into lectures
and things and get time off.” (P2)
16

17. What went well…
 Cases Engaged Students 6/9
“when I went back a few weeks later it felt that a bit of a story was building”. (P8)
“It was beginning to start to be really interesting, so what are we going to do? Are
we going surgical route? Or are we going, you know…” (P9)
17

18. What went well…
 Encouraged some students to research topics independently
3/9
“I learnt more about the diagnosis and I did search up his problems that he was
experiencing, and then there was a few like diagnostic tests they were going to do,
and I searched up them. Because obviously when you read the scenario, we all
have our own thoughts about what it could be, so it is quite good to hear other
people’s thoughts, like conditions that you have heard but you have never looked
into it too much” (P4)
18

19. What went well…
 Mirrored real life situations 5/9
“I suppose it was realistic in the sense that you don’t email someone and get an
instant response, which is frustrating sometimes.” (P10)
“I think that, you know, people preferring like sticking with their own forums and
stuff, I feel like that does sort of happen in real life too.” (P6)
19

20. What went well…
 Encouraged reflection 3/9
“Actually, it was like a good opportunity for like reflection and how you initiate and
carry out your duties and so one of the things was in practice it might be easier to
delegate different responsibilities to the different professionals and like I said earlier
people know what their job entails…. (P3)”
“On the exercise, because it is saved on there, you can reflect on your input and
what other inputs there were, and what maybe you could have done differently.”
(P4)
20

21. What went well…
Insights into Communication skills 4/9
“I mean, it was useful for me in terms of like the way that I worded things. There
were a couple of things that reading back now, and the emails that I sent, like, I
think mainly that I got my point across, but like maybe I could have reworded that,
and that is why she got a bit confused about that bit. (P10)”
“I learnt that communication can get muddled up very quickly within different
groups, that people may not truly understand what the role of other people… I also
learnt that if one group like takes too long to respond that it will…. You know, this
was a real patient…this was a real patient and he would of obviously had a lot of
delays in his treatment…. (P6)
21

22. What went well…
Students reported enjoying and learning from activity 6/9
“I learnt a lot from it. It felt quite mature, being in that situation, that we could, you
know, take it in our own hands.” (P4)
“Yes, I was really enjoying it and really getting into it. In the end. And then when it
finished, I was sad! .” (P8)
22

23. What could be improved
 Students were unsure of who was participating e.g. how
many students in their professional group 5/9
“you didn’t know like how many for instance adult nursing were assigned to this
scenario and it was hard to gauge, and you were a bit like…. isolated in what you
knew” P3
23

24. What could be improved
Understanding of Roles
 Some learned about roles of other professionals (4/9)
 Unsure of role expectations within the case discussion (4/9)
24

25. What could be improved
Timings 7/9
 Frustration at speed of response from other students
 Availability to respond in a timely way
 Cases getting stuck not moving on to include other students
25

26. “No-one else filled it in except me. It was just like one of those things and I felt like:
Is anyone else doing this project? I feel like I am just talking to a brick wall when I
post on the forums” (P10)
“I also feel like perhaps those who were supposed to start things rolling didn’t really
get into it for maybe the best part of a week” (P8)
26

27. What could be improved
Cases 3/9
 Perception of some inaccuracies in details
 Focus of cases
“less time is spent diagnosing in MDT’s and more time figuring out a management
plan” p46
MRI vs CT.
27

28. What could be improved
 Ending 5/9
“one of the medics said it was a pituitary adenoma on the last day, and the forum
closed later that day, so we didn’t get to see after the surgery and like the follow
ups” P5
28

29. Staff Team Learning
 Need administration support
 Challenge of creating cases
 Challenge of agreeing approach
 Timing
29

30. Reflection / planning Activity
Did the
evaluations
match what you
expected
student
response to be?
Did anything
surprise you
about their
responses?
Is there anything
you could try
from this?
Is there anything
you wouldn’t
do?
30

31. References
 Boud, D, Cohen, R., Sampson, J. (1999) Peer Learning and Assessment. Assessment and
Evaluation in Higher Education 24 (4) pp413-426
 Gilligan, C., Outram, S., & Levett-Jones, T. (2014). Recommendations from recent
graduates in medicine, nursing and pharmacy on improving interprofessional education in
university programs: a qualitative study. BMC Medical Education, 14(1), 52.
 Reeves, S., Fletcher, S., Barr, H., Birch, I., Boet, S., Davies, N. & Kitto, S. (2016). A BEME
systematic review of the effects of interprofessional education: BEME Guide No. 39.
Medical teacher, 38(7), 656-668.
 Sambell, K., McDowell, L., & Montgomery, C. (2012). Assessment for learning in higher
education. Routledge.
 Saunder, L. (2016). On-line role play in mental health education. The Journal of Mental
Health Training, Education and Practice, 11(1), pp. 1–9.
 Tudor, J., Penlington, R., & McDowell, L. (2010). Perceptions and their influences on
approaches to learning. engineering education, 5(2), 69-79.
31

32. Developing Online Interprofessional Student
Collaboration
Lucy Myers and Julie Attenborough
1

33. Aims for this session
1. Consider benefits of interprofessional collaboration for
healthcare students
2. Consider how online collaboration could benefit students
from other disciplines
3. Identify when online collaboration could beneficial in
promoting student collaboration
4. Plan effective online activities to promote student
collaboration
2

34. Context
1. Who are we and why are we here?
2. Who are you and why are you here?
3

35. Definitions
Interprofessional Collaboration
“…is a planned, purposeful, concerted and sustained endeavour within a defined
legal and policy context to ensure comprehensive provision of quality care which
transcends demarcations between professions, between practice settings, and
between organisations.” (CAIPE (2017) Interprofessional Guidelines P5)
Interprofessional Education
“occasions when two or more professions learn with, from and about each other to
improve collaboration and the quality of care” CAIPE
1. Partcularly for people with long term health conditions where one
profession is not able to provide all the care necessary
4

36. Potential Benefits
Attitude Knowledge
Skills Behaviour
Reeves et al (2016), Gilligan et al (2014)
1.
5

37. Potential Benefits of Student Collaboration in
other disciplines
Attitude
• Collaboration
• Empathy
• Independent
learning
• Empathy
• Motivation
Knowledge Skills
• Communication
• Critical enquiry
• Reflection
• Learning
Boud, D, Cohen, R., Sampson, J. (1999), Tudor, Penlington and McDowell (2010), Sambell, McDowell and Montgomery (2013)
*methods peer tutoring, student led tutorials mostly group assessments.
6

38. Reflection/Sharing Activity
• What do you do?
• What purpose does it serve?
• How do you do it?
• How does it go?
What are your
experiences
of fostering
student
collaboration?
7

39. IPE Project
 Based on Saunder (2016)
 Online Moodle case-based activities
 2 week period September 2018
 34 students: 10 professional groups
Two cases, ana, pregnant woman with bady with Down Syndrome,
Mohammed, man with visual symptoms of pituitary tumour
Volunteers, didn’t get any optometrists,
8

40. 9

41. 10

42. 11

43. Outcomes
 Engagement –Interprofessional Forums
Posted Viewed No
engagement
Total
Case 1 M 39% (9) 83% (19) 17% (4) 23
Case 2 A 18% (2) 64% (7) 36% (4) 11
Total 32% (11) 76% (26) 24% (8) 34
Posted 1-8 times, viewed 1-47 times
12

44. Outcomes
 Engagement –uni professional Forums
Posted Viewed No
engagem
ent
Total
Case 1 M 26% (6) 87% (20) 13% (3) 23
Case 2 A 27% (3) 64% (7) 36% (4) 11
Total 26% (9) 79% (27) 21% (7) 34
13

45. Outcomes
 Engagement - WIKIs
Posted Viewed No
Engagement
Total
Case 1 M 22% (5) 65% (15) 35% (8) 23
Case 2 A 18% (2) 64%(7) 36% (4) 11
Total 21% (7) 65% (22) 35% (12) 34
1-54 views
14

46. Interviews
 10 interviewees
 Case 1 M
 1 medical student
 4 adult nursing students,
 1 community nursing student,
 2 diagnostic radiography students,
 Case 2 A
 1 midwifery student (talking about the Elizabeth scenario)
 1 diagnostic radiography student (who had not taken part in the online
exercise)
2 male, 9 female
15

47. What went well…
 Like format (5/9)
“They set it up really nicely and they gave us lots of information”(P10)
“it was a nice layout and it was clear and easy to follow” (P2)
”I liked how they send separate messages to the different professional groups of
students and you just interpreted them yourselves and work your way up. That
was nice.” (P1)
“…beneficial because we have lectures and then straight into placement at this
time of year, so it was easier to access it online than have to come into lectures
and things and get time off.” (P2)
16

48. What went well…
 Cases Engaged Students 6/9
“when I went back a few weeks later it felt that a bit of a story was building”. (P8)
“It was beginning to start to be really interesting, so what are we going to do? Are
we going surgical route? Or are we going, you know…” (P9)
17

49. What went well…
 Encouraged some students to research topics independently
3/9
“I learnt more about the diagnosis and I did search up his problems that he was
experiencing, and then there was a few like diagnostic tests they were going to do,
and I searched up them. Because obviously when you read the scenario, we all
have our own thoughts about what it could be, so it is quite good to hear other
people’s thoughts, like conditions that you have heard but you have never looked
into it too much” (P4)
18

50. What went well…
 Mirrored real life situations 5/9
“I suppose it was realistic in the sense that you don’t email someone and get an
instant response, which is frustrating sometimes.” (P10)
“I think that, you know, people preferring like sticking with their own forums and
stuff, I feel like that does sort of happen in real life too.” (P6)
19

51. What went well…
 Encouraged reflection 3/9
“Actually, it was like a good opportunity for like reflection and how you initiate and
carry out your duties and so one of the things was in practice it might be easier to
delegate different responsibilities to the different professionals and like I said earlier
people know what their job entails…. (P3)”
“On the exercise, because it is saved on there, you can reflect on your input and
what other inputs there were, and what maybe you could have done differently.”
(P4)
20

52. What went well…
Insights into Communication skills 4/9
“I mean, it was useful for me in terms of like the way that I worded things. There
were a couple of things that reading back now, and the emails that I sent, like, I
think mainly that I got my point across, but like maybe I could have reworded that,
and that is why she got a bit confused about that bit. (P10)”
“I learnt that communication can get muddled up very quickly within different
groups, that people may not truly understand what the role of other people… I also
learnt that if one group like takes too long to respond that it will…. You know, this
was a real patient…this was a real patient and he would of obviously had a lot of
delays in his treatment…. (P6)
21

53. What went well…
Students reported enjoying and learning from activity 6/9
“I learnt a lot from it. It felt quite mature, being in that situation, that we could, you
know, take it in our own hands.” (P4)
“Yes, I was really enjoying it and really getting into it. In the end. And then when it
finished, I was sad! .” (P8)
22

54. What could be improved
 Students were unsure of who was participating e.g. how
many students in their professional group 5/9
“you didn’t know like how many for instance adult nursing were assigned to this
scenario and it was hard to gauge, and you were a bit like…. isolated in what you
knew” P3
23

55. What could be improved
Understanding of Roles
 Some learned about roles of other professionals (4/9)
 Unsure of role expectations within the case discussion (4/9)
24

56. What could be improved
Timings 7/9
 Frustration at speed of response from other students
 Availability to respond in a timely way
 Cases getting stuck not moving on to include other students
25

57. “No-one else filled it in except me. It was just like one of those things and I felt like:
Is anyone else doing this project? I feel like I am just talking to a brick wall when I
post on the forums” (P10)
“I also feel like perhaps those who were supposed to start things rolling didn’t really
get into it for maybe the best part of a week” (P8)
26

58. What could be improved
Cases 3/9
 Perception of some inaccuracies in details
 Focus of cases
“less time is spent diagnosing in MDT’s and more time figuring out a management
plan” p46
MRI vs CT.
27

59. What could be improved
 Ending 5/9
“one of the medics said it was a pituitary adenoma on the last day, and the forum
closed later that day, so we didn’t get to see after the surgery and like the follow
ups” P5
28

60. Staff Team Learning
 Need administration support
 Challenge of creating cases
 Challenge of agreeing approach
 Timing
29

61. Reflection / planning Activity
Did the
evaluations
match what you
expected
student
response to be?
Did anything
surprise you
about their
responses?
Is there anything
you could try
from this?
Is there anything
you wouldn’t
do?
30

62. References
 Boud, D, Cohen, R., Sampson, J. (1999) Peer Learning and Assessment. Assessment and
Evaluation in Higher Education 24 (4) pp413-426
 Gilligan, C., Outram, S., & Levett-Jones, T. (2014). Recommendations from recent
graduates in medicine, nursing and pharmacy on improving interprofessional education in
university programs: a qualitative study. BMC Medical Education, 14(1), 52.
 Reeves, S., Fletcher, S., Barr, H., Birch, I., Boet, S., Davies, N. & Kitto, S. (2016). A BEME
systematic review of the effects of interprofessional education: BEME Guide No. 39.
Medical teacher, 38(7), 656-668.
 Sambell, K., McDowell, L., & Montgomery, C. (2012). Assessment for learning in higher
education. Routledge.
 Saunder, L. (2016). On-line role play in mental health education. The Journal of Mental
Health Training, Education and Practice, 11(1), pp. 1–9.
 Tudor, J., Penlington, R., & McDowell, L. (2010). Perceptions and their influences on
approaches to learning. engineering education, 5(2), 69-79.
31