Enhancing Clinical and Cultural Virtual Encounter in Health Professional Students: 3 Is (Internationalization, Innovation, Interdisciplinary) in Action
Trial Snapshot
- Phase
- Not Applicable
- Status
- Completed
- Sponsor
- The University of Hong Kong
- Enrollment
- 104
- Locations
- 1
- Primary Endpoint
- Students' Perceptions of Interprofessional Clinical education - Revised
Study Overview
Brief Summary
This is a cross-over randomized control study with 3 time-points' measurement. This study is mainly to evaluate if the online pedagogic innovative learning modules could benefit students through their interprofessional and intercultural virtual encounters, with a focus on assessing their cultural awareness, interprofessional attitude and online learning engagement.
Detailed Description
This study aims to promote and implement internationalization, innovative and intedisciplinary teaching and learning strategies through the set up of online modules of selected topics of interest. The specific objectives are: :
To enhance the educational outcomes of students from respective health disciplines in interdisciplinary learning via case-based clinical scenarios adopted in the online modules; To develop internationalization experience among students of different countries in terms of intercultural learning through the cultural exchange; To assess level of students' empowerment in active learning via 'student-as-partner' initiatives in the cultural exchange; To evaluate the effectiveness of online learning engagement among students through participating in the online modules.
Based on the Phase of Engagement Framework, two online orthopaedic modules focusing on interprofessional and intercultural educations on low back pain (LBP) and adolescent idiopathic scoliosis (AIS) are developed. The students (n=104) are randomized into two groups using SNOSE. In the first module, one group receives a virtual reality (VR)-enhanced LBP education (intervention group), while the other group engages with a case study on LBP (control group). After a 3-week washout period, the groups cross over: the intervention group receives the VR-enhanced education on AIS, and the control group focuses on an AIS case study. Interprofessional learning experience, cultural awareness, and online learning engagement are measured using validated tools at three time points (baseline, after first and second modules).
Study Design
- Study Type
- Interventional
- Allocation
- Na
- Intervention Model
- Single Group
- Primary Purpose
- Other
- Masking
- None
Eligibility Criteria
- Ages
- 18 Years to 40 Years (Adult)
- Sex
- All
- Accepts Healthy Volunteers
- Yes
Inclusion Criteria
- •undergraduate healthcare students
Exclusion Criteria
- •cannot communicate in English
Arms & Interventions
Virtual Reality Group
Intervention: Virtual Reality Videos (Other)
Outcomes
Primary Outcomes
Students' Perceptions of Interprofessional Clinical education - Revised
Time Frame: 2 months
Using Students' Perceptions of Interprofessional Clinical Education-Revised (SPICE-R) as the tool to measure the increased level of interprofessional learning experiences. The SPICE-R instrument includes ten items, and is divided into three factors: interprofessional teamwork and team-based practice (items 1, 5, 6, 8, 9 and 10), roles/responsibilities for collaborative practice (items 2 and 7), and patient outcomes from collaborative practice (items 3 and 4). It is a 5-point Likert scales (1 = 'strongly disagree' and 5 = 'strongly agree') with score ranging from 10-50. SPICE-R was chosen for its strong psychometric properties including reliability and construct validity (Dominguez et al., 2016; Lockeman et al., 2017). The instrument has high composite reliability at 0.84, indicating strong validity based on established criteria. Higher score on SPICE-R reflect more positive interprofessional experiences.
Secondary Outcomes
No secondary outcomes reported
Investigators
Chan Siu Ling
Senior Lecturer of School of Nursing, Principal Investigator
The University of Hong Kong