Mixed reality-based online interprofessional education: a case study in South Korea
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초록
Purpose: The purpose of this study was to explore undergraduate medical and nursing students’ satisfaction with their mixed reality (MR)-based online interprofessional learning experience in South Korea. Methods: This study used a case study design. A convenience sample of 30 participants (i.e., 15 third-year medical students and 15 fourth-year nursing students) participated in a 120-minute MR-based online interprofessional education (IPE) that consisted of visualization of holographic standardized patient with ischemic stroke, online interprofessional activity, and debriefing and reflection sessions. Following the MR-based online IPE, data were collected through Modified Satisfaction with Simulation Experience Scale survey and were analyzed using descriptive analyses and independent t-tests. Results: Although medical and nursing students were highly satisfied with MR-based online interprofessional learning experience, nursing students were significantly more satisfied with it compared with medical students. Conclusion: These results suggest that the integration of MR and online approach through the structured clinical reasoning process in undergraduate health professions programs can be used as an educational strategy to improve clinical reasoning and critical thinking and to promote interprofessional understanding.
Abstract
Purpose: The purpose of this study was to explore undergraduate medical and nursing students’ satisfaction with their mixed reality (MR)-based online interprofessional learning experience in South Korea. Methods: This study used a case study design. A convenience sample of 30 participants (i.e., 15 third-year medical students and 15 fourth-year nursing students) participated in a 120-minute MR-based online interprofessional education (IPE) that consisted of visualization of holographic standardized patient with ischemic stroke, online interprofessional activity, and debriefing and reflection sessions. Following the MR-based online IPE, data were collected through Modified Satisfaction with Simulation Experience Scale survey and were analyzed using descriptive analyses and independent t-tests. Results: Although medical and nursing students were highly satisfied with MR-based online interprofessional learning experience, nursing students were significantly more satisfied with it compared with medical students. Conclusion: These results suggest that the integration of MR and online approach through the structured clinical reasoning process in undergraduate health professions programs can be used as an educational strategy to improve clinical reasoning and critical thinking and to promote interprofessional understanding.
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