Educational technology enhanced interprofessional E-learning for engaging cross-institutional and cross-border healthcare students: A mixed-methods study

Abstract

Aim: In the post-COVID-19 era, educators in higher education are exploring innovative pedagogies to deliver effective interprofessional education in an online learning environment. This study aimed to evaluate the effectiveness of the technology-enhanced e-learning modules for undergraduate healthcare students from different cultural backgrounds. The focus was on student engagement with interprofessional learning and diversity using innovative educational technology. Methods: This is a mixed-methods study including pre- and post-test evaluations and focus group interviews. The educational intervention strategies focused on applying interprofessional learning among undergraduate healthcare students by integrating education technologies (i.e., virtual reality 360 and gamification) into two e-learning modules. Three time-points involving pre and post modules’ evaluation (before and after the 1st learning module, and after the 2nd learning module) were collected using validated scales including Interprofessional Attitudes Scale and Online Student Engagement Scale. Linear mixed models were used to investigate the association between interventions and changes in outcomes from pre-to post-intervention by adjusting the covariates. To further validate the quantitative findings, focus-group interviews were conducted with a verbatim transcript obtained from participating students for content analysis. Results: A total of 75 undergraduate healthcare students from Hong Kong, Mainland China, South Korea, and Thailand participated in the study. A statistically significant positive change was detected in interprofessional attitude (F = 5.90, p = 0.004), interprofessional diversity and ethics (F = 4.43, p = 0.014) and student engagement (F = 13.42, p < 0.001) after the e-learning modules. A statistically significant correlation was also detected between student engagement and interprofessional attitude. From the qualitative content analysis, three core categories were identified. They were ‘Cultural diversity recognition’, ‘Acquisition of interprofessional attitudes and skills’ and ‘Active learning engagement’. Conclusions: The technology-enhanced e-learning modules significantly enhanced undergraduate healthcare students’ interprofessional attitude and student learning engagement in terms of interprofessional education. Healthcare educators in higher education are encouraged to integrate educational technology as a pedagogical approach to stimulate interprofessional learning of undergraduate healthcare students.