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Educational/Faculty training material
Online interprofessional education materials through a community learning program during the COVID 19 pandemic in Chile  
Sandra Oyarzo Torres, Mónica Espinoza Barrios
J Educ Eval Health Prof. 2022;19:6.   Published online March 24, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.6
  • 4,432 View
  • 258 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
This article aims to share the online collaborative experience of interprofessional teamwork among healthcare undergraduate students based on community learning during the coronavirus disease 2019 (COVID-19) pandemic in Chile. This experience took place in 48 different communities in Chile from November 10, 2020 to January 12, 2021. It was a way of responding to the health education needs of the community when the entire Chilean population was in confinement. Students managed to adapt to the COVID-19 pandemic despite the challenges, including internet connectivity problems and the limited time available to do the work. The educational programs and videos shared in this article will be helpful for other interprofessional health educators to implement the same kind of program.

Citations

Citations to this article as recorded by  
  • Successful Development and Implementation of a Large Virtual Interprofessional Education Activity Applying the Social Determinants of Health
    Karl R. Kodweis, Elizabeth A. Hall, Chelsea P. Renfro, Neena Thomas-Gosain, Robin Lennon-Dearing, Jonathon K. Walker, Tyler M. Kiles
    Pharmacy.2022; 10(6): 157.     CrossRef
Educational/faculty development material
Interprofessional health education teacher training at the University of Chile  
Mónica Espinoza Barrios, Sandra Oyarzo Torres
J Educ Eval Health Prof. 2021;18:30.   Published online November 15, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.30
  • 3,592 View
  • 211 Download
  • 1 Web of Science
  • 3 Crossref
AbstractAbstract PDFSupplementary Material
The first interprofessional course that included students in the 8 undergraduate health programs at the Faculty of Medicine of the University of Chile was implemented in 2015. For the 700 students, 35 teachers were trained as facilitators. The use of several strategies to train facilitators in interprofessional health education, such as working in small groups, role-playing, case analysis, personal development workshops with experts’ participation, teamwork skills, feedback, videos, and reading articles, proved to be helpful. Facilitators highlighted the use of syllabi as a fundamental tool for teaching and coordination. This guide describes the experience of interprofessional health education teacher training from 2015 to 2019, highlighting the following lessons learned: the importance of support from university authorities, raising faculty awareness about interprofessional health education and collaborative practice, creating a teachers’ coordination team including representatives from all health programs, and ongoing monitoring and feedback from participants.

Citations

Citations to this article as recorded by  
  • Attitude and behavioral intention for using metaverse in education: learner’s perspective
    Ruby S. Chanda, Vanishree Pabalkar, Sarika Sharma
    Journal of Applied Research in Higher Education.2024;[Epub]     CrossRef
  • Metaverse applications in education: a systematic review and a cost-benefit analysis
    Mark Anthony Camilleri
    Interactive Technology and Smart Education.2023;[Epub]     CrossRef
  • The role of lecturers in interprofessional education – a survey of lecturers in Germany / Die Rolle von Dozierenden in der interprofessionellen Ausbildung – eine Befragung von Lehrverantwortlichen in Deutschland
    Andrea Schlicker, Jan Ehlers
    International Journal of Health Professions.2023; 10(1): 37.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions