Large-group simulation as a remote learning method in interprofessional health care education - a mixed methods study

This is the authors' abstract. We don't add key points for this paper.

BACKGROUND: Remote learning is expected to become more common in interprofessional health care education. Therefore, evidence-based knowledge about remote-learning methods is consistently needed to implement them more widely. Interprofessional large-group simulation is a suitable method for interprofessional education, but the knowledge on its remote implementation is scarce. AIM: To describe the participants' experiences of the remotely implemented interprofessional large-group simulation and produce knowledge for further development. DESIGN: A convergent mixed methods study design was used. SETTINGS: A remotely implemented interprofessional large-group simulation in health care education was carried out in 2023. PARTICIPANTS: Finnish interprofessional health care students and professionals from organizations at various educational levels and professional organizations (N = 810). METHODS: Data were collected via an online questionnaire from remote interprofessional large-group simulation participants (n = 263). Descriptive and multivariate methods as well as inductive content analysis were used in the data analysis. RESULTS: It emerged that the remotely implemented interprofessional large-group simulation was a suitable learning method for interprofessional collaboration competencies. According to the participants, the immersive structure of the large-group simulation promoted learning. The structure consisted of diverse pedagogical solutions, real-time and inspiring learning discussions, and user-oriented technical implementation in the large-group simulation. Professionals found the simulation a more activating learning method than students did. CONCLUSIONS: The remotely implemented interprofessional large-group simulation proved to be a useful remote-learning method. Its immersive pedagogical implementation enabled the achievement of learning goals, but giving instructions for remote participation in advance proved important. Purposefully chosen technological solutions helped create a realistic, interactive, and psychologically pleasant learning environment. However, technological solutions to activate participants in remote learning need to be further developed.