ArticleJournal of multidisciplinary healthcare2023
Does Online Interprofessional Case-Based Learning Facilitate Collaborative Knowledge Construction?
Article in Journal of multidisciplinary healthcare, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- Case-based learning (CBL) in undergraduate health professions education: A realist review.Medical education · 2026Review
- Exploring the Case-Based Learning Challenge (CBLC): a digitally mediated, inter-university simulation to enhance clinical reasoning in physiotherapy students - a quasi-experimental study.BMC medical education · 2026Article
- Interprofessional Education Exposure and Attitudes toward Collaboration among Allied Health Graduates in the Philippines: A Cross-sectional Study.Acta medica Philippina · 2026Article
- Analysis of interprofessional education perceptions at the team level: A study across three student cohorts.Journal of interprofessional education & practice · 2025Article
- Visualization analysis of CBL application in Chinese and international medical education based on big data mining.BMC medical education · 2025Article
- Enhancing competency and self-directed learning in anesthesiology residency: an outcome-based education model integrating online-offline hybrid teaching and mind mapping: a randomized controlled trial.Frontiers in medicine · 2025Article
- Transforming Medical Training Through Online Case-Based Learning: Brief Review.Journal of pharmacy & bioallied sciences · 2024Review
- Evaluating the impact of a blended interprofessional education course on students' attitudes towards interprofessional education: a pre-post study.BMC medical education · 2024Article
- Interprofessional Education Between Undergraduate Medical and Midwifery Students: A Mixed-Methods Systematic Review.Journal of medical education and curricular developmentReview
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: COVID-19 pandemic has caused an impact on various sectors of life, including the education sector. During the COVID-19 pandemic, education from various levels could only be carried out online by utilizing various on-line media. In Health professional education context, one of the learning activities that must be shifted in online format was interprofessional education (IPE) program. This study aimed to evaluate students' collaborative knowledge construction to evaluate the effectiveness of online interprofessional case-based learning (CBL) activities. Methods: This interventional study using quantitative and qualitative method involved a total of 476 students; consisted of 204 medical students, 39 midwifery students and 233 nursing students; who took part online interprofessional CBL. All students were divided into 34 mixed profession groups with 14 students each. To evaluate students' collaborative knowledge construction during CBL, data were collected using the Maastricht Peer Activity Rating Scale (MPARS). Qualitative data exploring students' perception regarding online IPE activity and their online CBL process were collected using Focus Group Discussion (FGD). Quantitative data were analysed using statistical tests, and the qualitative data were analysed using thematic analysis. Results: Students' scores for constructive, collaborative, and motivational activities evaluated using MPARS were considered as average to high. However, nursing students scored the lowest compared to the other two fellow professions: medical and midwifery students, on all items of the MPARS. Medical students had the highest MPARS scores. Several themes could be explored during the FGD. Discussion: This study revealed that students could engage in collaborative knowledge construction in interprofessional education implementing online interprofessional CBL. However, students thought that offline collaborative practice will better improve team bonding which is considered as prominent aspect for collaboration. This thought gives idea to the implementation of hybrid online offline learning for IPE.
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