Interprofessional Active Learning Environment Employing Virtual Reality Simulation to Promote Telehealth Practices and Psychosocial Well-Being.

ISSUE: As healthcare educators, we must continually evaluate innovative technologies and practices that may assist us in meeting the complex needs of individuals. In this study, we sought to address some barriers associated with using virtual reality (VR) to assess an interprofessional team of students' knowledge of and practice with telehealth and their ability to address psychosocial health. METHODS: A non-experimental, descriptive, embedded (explanatory quan/QUAL) mixed methods design of 240 students enrolled in the IPE Journey of Professional Trans-formation, Fall 2022. OUTCOMES: Several themes emerged from the students' responses; the experience prompted a recognition of the need for clear communication, both verbal and non-verbal, in coordinating person-centered care. There was a significant decrease in Interprofessional Collaborative Competency Attainment Scale (ICCAS) (z=2.54, p=0.01), suggesting that students may have overestimated their interprofessional collaboration and communication abilities. There was no significant change in Transgender Knowledge, Attitude, and Belief Scale (T-KAB) and Telehealth Confidence Survey (TCS) scores. CONCLUSION: This study demonstrates that an interprofessional active learning experience using an avatar-based simulation case can facilitate in meaningful interdisciplinary teaming and promote the quality of a transgender person's well-being by employing telehealth and person-centered care practices.

What Plays a Role in Perceived Confidence for Managing Pediatric Feeding Disorders in the Public School.

PURPOSE: This study examined public school (PS) speech-language pathologists' (SLPs') perceived confidence in managing pediatric feeding disorders (PFDs). Perceived confidence is a rater's self-reported assurance level to manage PFDs. The study then looked for relationships between personal and professional factors that might account for perceived confidence. Geographic location as well as administrative supports and resources were also examined. METHOD: Participants were PS SLPs from across the United States who were recruited via American Speech-Language-Hearing Association Special Interest Groups. This study measured perceived confidence with a 5-point Likert-type scale for 17 roles and responsibilities in PFD management. Pearson and Spearman correlations were used to identify relationships with personal and professional characteristics. RESULTS: PS SLPs perceived themselves as having low confidence in managing PFDs. Personal and professional characteristics account for low perceived confidence (e.g., number of graduate courses, clinical experience with swallowing and feeding in early intervention or medical settings, managing swallowing and feeding currently, having more administrative support). CONCLUSIONS: This study provided a more representative sample (i.e., geographic regions) of PS SLPs. Perceived confidence in PFD management is linked to factors that can be modified through personal and professional changes.

Exploring Health Science Faculty Perceptions Regarding Their Readiness to Teach Online.

Instructional technology has offered faculty new and innovative ways in which to prepare and deliver learning materials to students online. Although online learning has been a part of the higher education landscape, it has not been traditionally utilized by health science faculty to its fullest capacity. PURPOSE: The purpose of this pilot study was to examine health science faculty perceptions regarding their readiness to teach online. METHODS: This study employed a mixed method design using a sequential explanatory framework. Faculty readiness was identified by their attitude regarding competencies and ability perceptions using the Faculty Readiness to Teach Online (FRTO) instrument. RESULTS: Health science faculty have limited training in teaching online, and there is a significant difference in perceptions and attitudes towards which competencies in remote instruction are critical to focus on. OUTCOMES: Findings confirm the online instruction training needs of health science faculty that will support engagement of health science students as adult learners both meaningfully and effectively now and in the future.

Interprofessional Education Module on Professionalism, Ethics, and Teamwork: Insights from Program Review Data of Health Professions Students.

Formal interprofessional education provides health sciences students the opportunity to develop their knowledge in teamwork, communication, collaboration, and ethics. The purpose of this paper is to describe interprofessional students' perceptions of professionalism, ethics, and teamwork before and after being immersed in an interprofessional education Module on these topics. Through a program review process, pre- and post-Module survey responses from 10 interprofessional students were randomly reviewed by five faculty from different health sciences disciplines. Results from the thematic analysis of those open-ended surveys revealed students evolved in their perceptions of all three areas of professionalism, ethics, and teamwork following participation in the interprofessional Module. For professionalism, students' insights reflected a broader understanding of their roles as a professional not just individually, but on an interpersonal and societal level. Students' descriptions of ethical behavior also expanded beyond the importance of ethics within one's scope of practice to integrate cultural differences to ethically promote patient well-being. Lastly, post-survey responses indicated students' deeper understanding of the importance of teamwork to reduce errors and increase patient outcomes by working towards a common goal. The themes that emerged from this program review provided support for continued interprofessional activities to address professionalism, ethics, and teamwork.