An Online Collaborative Practice Module as an Alternative to Traditional Interprofessional Learning Experiences: A Pilot Study

Abstract

Interprofessional learning experiences (ILE) are becoming increasingly important components of allied health curricula, but present many challenges, particularly in distance education settings. We developed a bespoke online collaborative practice module (CPM) for clinical exercise physiology students studying via distance education, designed to deliver similar benefits to traditional ILE without the same challenges and limitations. The CPM consisted of two distinct learning phases: knowledge expansion and knowledge application, with each phase containing both synchronous and asynchronous learning experiences. The CPM was assessed via a mixed methods approach, which involved students participating in a one-on-one semi-structured interview post-CPM participation and completing the 16-item Self-Efficacy for Interprofessional Experiential Learning (SEIEL) scale both pre- and post-CPM participation. Participants (n = 10) were recruited from a single cohort of students studying a final year, capstone-style subject. The CPM was effective in improving student self-efficacy for interprofessional experiential learning (p = 0.001) and was acceptable to students who participated in the study. Inductive reflexive thematic analysis of the qualitative data supported an improvement in student self-efficacy and revealed four main themes: authentic preparation for real-world practice, encapsulation and consolidation of learning from across the degree, engagement and learning from peers, and broadening of knowledge and understanding, which enhanced confidence. The CPM may be a viable alternative to traditional ILE where the challenges and limitations of traditional ILE cannot be readily overcome.