The use of information and communications technologies in the delivery of interprofessional education: A review of evaluation outcome levels.
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| Title: | The use of information and communications technologies in the delivery of interprofessional education: A review of evaluation outcome levels. |
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| Authors: | Curran, Vernon (AUTHOR), Reid, Adam (AUTHOR), Reis, Pamela (AUTHOR), Doucet, Shelley (AUTHOR), Price, Sheri (AUTHOR), Alcock, Lindsay (AUTHOR), Fitzgerald, Shari (AUTHOR) |
| Source: | Journal of Interprofessional Care. Nov2015, Vol. 29 Issue 6, p541-550. 10p. 1 Diagram, 6 Charts. |
| Subjects: | CINAHL database, Communication, Databases, Diffusion of innovations, Education, Health care teams, Interdisciplinary education, Medical personnel, Medical societies, MEDLINE, Online information services, Technology, World Health Organization, Data analysis, Access to information, Acquisition of data, Health literacy |
| Abstract: | Interprofessional education (IPE) in health and human services educational and clinical settings has proliferated internationally. The use of information and communication technologies (ICTs) in the facilitation of interprofessional learning is also growing, yet reviews of the effectiveness of ICTs in the delivery of pre- and/or post-licensure IPE have been limited. The current study's purpose was to review the evaluation outcomes of IPE initiatives delivered using ICTs. Relevant electronic databases and journals from 1996 to 2013 were searched. Studies which evaluated the effectiveness of an IPE intervention using ICTs were included and analyzed using the Barr et al. modified Kirkpatrick educational outcomes typology. Fifty-five studies were identified and a majority reported evaluation findings at the level 1 (reaction/satisfaction). Analysis revealed that learners react favorably to the use of ICTs in the delivery of IPE, and ICT-mediated IPE can lead to positive attitudinal and knowledge change. A majority of the studies reported positive evaluation outcomes at the learner satisfaction level, with the use of web-based learning modalities. The limited number of studies at other levels of the outcomes typology and deficiencies in study designs indicate the need for more rigorous evaluation of outcomes in ICT-mediated IPE. [ABSTRACT FROM PUBLISHER] |
| Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Interprofessional education (IPE) in health and human services educational and clinical settings has proliferated internationally. The use of information and communication technologies (ICTs) in the facilitation of interprofessional learning is also growing, yet reviews of the effectiveness of ICTs in the delivery of pre- and/or post-licensure IPE have been limited. The current study's purpose was to review the evaluation outcomes of IPE initiatives delivered using ICTs. Relevant electronic databases and journals from 1996 to 2013 were searched. Studies which evaluated the effectiveness of an IPE intervention using ICTs were included and analyzed using the Barr et al. modified Kirkpatrick educational outcomes typology. Fifty-five studies were identified and a majority reported evaluation findings at the level 1 (reaction/satisfaction). Analysis revealed that learners react favorably to the use of ICTs in the delivery of IPE, and ICT-mediated IPE can lead to positive attitudinal and knowledge change. A majority of the studies reported positive evaluation outcomes at the learner satisfaction level, with the use of web-based learning modalities. The limited number of studies at other levels of the outcomes typology and deficiencies in study designs indicate the need for more rigorous evaluation of outcomes in ICT-mediated IPE. [ABSTRACT FROM PUBLISHER] |
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| ISSN: | 13561820 |
| DOI: | 10.3109/13561820.2015.1021002 |
