Nurse Educ. 2025 Mar-Apr 01;50(2):84-89. doi: 10.1097/NNE.0000000000001772. Epub 2024 Nov 12.
ABSTRACT
BACKGROUND: Interprofessional team training (IPTT) prepares students from health care professions for team-based care. Evaluating different learning environments to inform decisions about delivery format is timely and important.
PURPOSE: To compare in-person and online IPTT learner outcomes.
METHOD: Undergraduate and graduate students (n = 866) from 11 professions participated. Using retrospective pre-/post-methodology, 20 item Interprofessional Collaboration Competency Attainment Survey (ICCAS) scores were compared, and qualitative responses analyzed.
RESULTS: Mean ICCAS scores improved for in-person and online delivery (P < .0001) with large effect sizes (Cohen’s D = 0.94-1.86). In-person delivery resulted in greatest improvement (P = .038), offset by online logistical benefits. Qualitative themes highlighted impact on learning, importance of facilitator competence, and setting expectations.
CONCLUSION: IPTT achieved learning consistent with competency development. Advantages from in-person delivery should be weighed against online logistical advantages.
PMID:39977695 | DOI:10.1097/NNE.0000000000001772
