Virtual Longitudinal Interprofessional Family-Based Experience: Model Framework with Learner & Patient Outcomes
Background
Previous IPE interventions have been limited to one-time/short-term experiences due to the feasibility of planning and cost-effectiveness. Few reports on introductory experiential learning exist leaving questions on the best format and outcome measures; hence, LIFE was developed. LIFE is a virtual longitudinal experiential approach to prepare early learners outside of the classroom with a foundation of the socioecological model(SEM) and social determinants of health(SDH). Learners collaboratively explored the impact of the patient/family’s interface with the health-system and community.
Aims:
Create a longitudinal learning opportunity for new learner professionals related to team skill building opportunities/interactions with patients that moves beyond one time or limited team interaction in the classroom to the clinic that can be shared with other universities. .
Quantify differences in students’ attitudes (SPICE-R2, CABS) to work in healthcare teams before and after the learning activities, considering school/discipline and describe the patients experience.
Design
Kick-off Meeting: 2-hours, introductions to team norms and SEM/SDH models
Pre-work: SEM/SDH reading/reflections; preparation and assignment of team roles
Patient/Family Meetings: Teams were matched with real patient-family units for two virtual meetings. Sessions focused on understanding how illness affects: patient’s daily life and interface with healthcare teams and communities.
Team Post-work: Team debrief meetings after each patient interview to reflect/evaluate and provide feedback on individual/team functioning.
Closing Session: 2-hour wrap-up at the end of the program with the goal to provide students an opportunity to reflect on their experiences.
Results
48 students from 8 different professions and 8 volunteer patient-family units participated in LIFE.
100% of patient respondents (n=7) indicated in the post-survey that they would recommend other volunteers to participate in this program. One patient response, “I was able to have my experience understood by different areas of study. They were able to see how comprehensive care for patients is important.”
Conclusion
LIFE was an authentic experiential learning opportunity that moved beyond a one time intervention to a longitudinal experience to engage real patients in the learning process. Student/patient outcomes support this innovative approach to introductory experiential learning.
Reflections/lessons learned/implications
A mixed methods research design including learners and patients is necessary to guide future curricular innovation and development. The virtual environment was accommodating with time efficiencies and decreased burdens related to not traveling to in-person meetings and expanding times beyond traditional business hours.
