Abstract
Objectives
There is limited understanding of learners’ perceptions of virtual learning during
the COVID-19 pandemic, as well as the use of virtual modalities for interprofessional
education (IPE) in primary care. Four of 7 in-person annual “Booster Day” IPE sessions
for health professionals working in primary care–based memory clinics in Ontario,
Canada, were canceled when the pandemic was declared; these sessions were replaced
with 2 sessions delivered via live-streamed videoconferencing. This study compares
Booster Day session participants’ perceptions of the in-person and virtual sessions
and assesses their preferences for in-person or virtual sessions in the future.
Design
Survey methodology.
Setting and Participants
Interprofessional primary care–based memory clinic team members attending 1 of 5 annual
IPE events, 3 delivered in-person immediately prior to the COVID-19 pandemic and 2
subsequently delivered virtually via videoconferencing.
Methods
Chi-squared test and analysis of variance was used to identify significant differences
in reaction, attitude, and preference ratings between delivery modalities.
Results
There were no significant differences in satisfaction, relevance, knowledge acquisition,
and intentions to apply new knowledge between delivery modalities. Although attendance
via videoconferencing was perceived as useful, enjoyable, engaging, and as more feasible
to attend, it was rated as less enjoyable and perceived as having fewer opportunities
for networking than in-person sessions. Most participants preferred in-person sessions.
Conclusions and Implications
Quality engagement and networking, as afforded by in-person IPE, are highly valued
by health professionals attending dementia-related education. IPE on complex health
issues of the older people requiring interprofessional perspectives may be best suited
to in-person formats.
Keywords
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Article info
Publication history
Published online: December 01, 2021
Identification
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