Tunningley

1. • Online responds to logistical IP challenges,
both synchronous interaction & reflective
practices are important (Hanna et al., 2013;
Luke et al., 2009)
• Need for systems-based changes for care
coordination & comprehensive care.
Education must provide team oriented
knowledge, experience (Moyers & Metzler,
2014)
• Authentic learning pedagogy, support
collaborative skills and IP knowledge,
student control of own learning, online
collaboration (Gordon, Booth, Bywater, 2010)
• Sound pedagogical design needed for
online IPE, i.e.: Problem-Based Learning,
Collaborative Online (CSCL), Transformative
Learning (Luke et al., 2009)
• Community of Inquiry model (cognitive
presence, teaching, & social presence)
(Waterston, 2011)
• “Progressively more complex tasks” which
“reflect reality” (D’Eon, 2004, p. 604)
Background: Our IPE Program
Our departments: Health Administrators,
Nursing, Occupational Therapy, Psychology,
Social Work, Counselors. Others join: Physical
Therapy & Pastoral Care
IP Symposium (⅟2 day annually):
7 years, 125 – 200 Students/year
35 – 50 Faculty, 30 – 70 Community Partners
Case-based pedagogy, client with dementia
Outcome measures: Attitudes Toward Health
Care Teams Scale & Team Skills Scale
Zucchero et al.: Statistically significant results
IPE Course (1 semester hour, 2x annually):
3 years, 100 – 140 students/year
1 Primary faculty + 8 resourced faculty
Year 1: Problem-Based Learning + Didactic
Year 2: Flipped Classroom with simulations
Year 3: Individual Education Plans
Outcome measure: Course evaluation, grades
Literature Review of Pedagogy; Online IPE
Participatory Action Research: Design & Participants
Participatory Action Research:
• Student as expert for own learning
• Student experience, interest for
online learning
• Student feedback current IPE
• Potential to add an IPE online course
Outcomes into Action:
• Considered limited online experience
• Like face-to-face (comfort level)
• Student generated themes can be
met online per research
Online Course (designed for Spring ‘16)
• Pedagogy: Authentic Learning Theory
• Graduate students (Admin, OT, Nursing)
• Direct teaching & metacognitively
challenging
• Synchronous & asynchronous
• Team-based assignments
• Progressively more complex tasks
• Reflective journaling
References available from
tunningleyj@xavier.edu
Group Level Assessment Themes
Sample Responses
The case should be applicable across
professional lines
Team members respect/value my input
Everyone benefits from clear &
consistent communication
The information is realistic/relevant to
things we actually will be doing
Themes
• Clear communication
• Collegial collaboration
• Respect, value team members
• Equal participation
• Active involvement
• Teamwork
• Understand roles & perspectives of
others
Identified most had few prior online courses
IPE Online Course
Interprofessional Symposium:
Student Participatory Input to Update Pedagogy
Joan Tunningley, MEd, OTR/L, BCP
XAVIER UNIVERSITY, CINCINNATI, OHIO
Research Questions
What strategies/tools support IPE collaboration during PBL?
What online learning activities are most interactive?
What supports are most effective for online teamwork?
Participatory Action
Research Method:
Group Level
Assessment (GLA)
• Students’ voices
• Students engaged in process
• Structured sequential steps
• Data collection at step 2 with
prepared prompts
• Data analysis, steps 3 – 6
• Attended 2015
symposium
• U/g & grad
students, signed
consent
• 2 session time
options
39 Participants
Vaughn & Lohmueller, 2014, p. 340
(15)
(10)
(13)
(1)
(0)
Group Level Assessment: Data Collection & Analysis
Photographs used with permission
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