EXPLORING HEALTHCARE STUDENTS' EXPERIENCES ON INTERPROFESSIONAL EDUCATION IN A MULTIUSER VIRTUAL WORLD: AN EXPLORATORY DESCRIPTIVE QUALITATIVE STUDY

Abstract

Aim: This study aims to explore healthcare students’ experiences on interprofessional education (IPE) using a multiuser virtual world (MUVW) for team-based patient care delivery. The novel approach will be developed and evaluated. Background: To address the increasing complexity of diseases, sharing of expertise amongst healthcare professionals has become crucial. However, coordination for delivery of IPE remains a considerable challenge. Virtual worlds and environments have emerged as promising platforms to create simulations that will allow for development of skills through collaborative roleplay. Methods: A descriptive qualitative design was adopted to address the aims of this study. A purposive sample of 30 healthcare students from six different healthcare courses (Nursing, Medicine, Pharmacy, Physiotherapy, Occupational Therapy and Social Work) were recruited. They were then randomly assigned into interprofessional teams consisting of six students, one from each course, to participate in team-based patient care delivery in a MUVW. Participants used their own personal computers from separate locations. Focus group discussions were conducted using semi-structured interviews after IPE. Interviews were then transcribed verbatim and analysed using thematic analysis. Findings: Five themes emerged: “The ‘wow’ experience”, where students described the level of immersion within the MUVW; an “Authentic experience on collaborative care” was provided when using the MUVW; a safe environment for the “Ease of learning”; importance of “Feedback and guidance” within the simulation; and “Technical challenges” encountered by students during the sessions. In these themes, students described the benefits and challenges of utilising MUVWs for IPE. Conclusion: The findings confirmed the potential of utilising MUVWs in widening the access to IPE. Students were generally positive about their experience in the simulation. However, future research can further investigate the feasibility of implementing this programme into a curriculum, and the long-term effects of virtual IPE simulations.