Knowledge Construction Through an App? Interprofessional Learning Behaviors and Outcomes During a Mobile-Learning Experience

• In Event: 64.043 - Interprofessional Education

Abstract

Today’s health professionals are frequently required to collaborate on patient care in an online, asynchronous manner, but little is known about how to design online curricula to promote meaningful co-construction of knowledge among health professional trainees. Our study explores how structured dialogue prompts, delivered in the context of a virtual patient case for medical and pharmacy students, influence knowledge construction (KC) behaviors and outcomes. We designed high- and low-guidance dialogue prompts based on Gunawardena’s Interaction Analysis Model1 for knowledge construction and randomly assigned eight interprofessional student pairs to high guidance (HG) and eight pairs to low guidance (LG) prompts. While HG pairs engaged in all levels of KC more often than LG pairs, we found no difference in knowledge outcomes.

Authors

• Leslie Carstensen Floren, University of California - San Francisco

• Jennifer Mandal, University of California - San Francisco

• MAria DallEra, University of California - San Francisco

• David M. Irby, University of California - San Francisco

• Olle ten Cate, University Medical Center Utrecht

• JAekyu Shin, University of California - San Francisco

• Sebastian Andreatta, Holodox, LLC

• Bridget Colleen O'Brien, University of California - San Francisco