Delivering Short Engagement, Problem Based Learning, Virtual Interprofessional Education (VIPE) Experiences: Design Strategies and Results

Leadership

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Session Materials

Brief Abstract

Presentation focuses on the design, deployment, and evaluation of a novel virtual interprofessional education approach entitled VIPE,  providing students (N=374) in-training for roles in the health and healthcare space with case-based, short term, virtual collaboration experiences. Essential design features and theory that guided the creation of VIPE will be discussed.

Presenters

Lead Presenter: Andrew Wiss, The George Washington University

Andrew C. Wiss, PhD, EdM is the Director of Online Learning and a Professorial Lecturer of Health Policy and Management in the Milken Institute School of Public Health at the George Washington University. He has extensive experience designing, developing, implementing and evaluating the effectiveness of technology-enhanced, situated and organizational learning solutions across a broad range of industries and knowledge domains. In his current role at GW, Dr. Wiss leads the development and delivery of the Milken Institute School of Public Health’s continuously growing portfolio of online and hybrid programs and courses. Andrew’s teaching and research focuses on: adult learning, organizational learning, gamification and learner motivation, faculty motivation and development, the learning and performance of experts in practice and the use of emerging technologies (including simulation mediums such as AR and VR) to support learning in authentic contexts.

Additional Authors

Extended Abstract

Presentation focuses on the design, deployment, and evaluation of a novel virtual interprofessional education approach entitled VIPE.  VIPE was created to provide students in-training for roles in the health and healthcare delivery space with case based, short term, virtual collaboration experiences with students associated with other professions they will likely collaborate with in professional settings. Essential design features and theory that guided the creation of VIPE will be discussed. Student outcomes data (N=374) for a two-year period will be shared in the context of the Interprofessional Education Competency model (IPEC, 2016).