期刊名称：Journal of Research in Interprofessional Practice and Education
印刷版ISSN：1916-7342
出版年度：2021
卷号：11
期号：1
页码：1-16
DOI：10.22230/jripe.2021v11n1a319
出版社：Canadian Institute for Studies in Publishing Press
摘要：Background: The purpose of this study was to assess learning outcomes and student satisfaction after participating in a large-scale interprofessional (IPL) blended learning course. Methods and findings: In this cross-sectional study, students from health, social care, and teacher education programs completed two questionnaires. The majority were satisfied with the blended learning approach. The IPL group discussions resulted in learning outcomes that were two times higher than those from traditional instruction, including lectures and assignments. Health and social care students reported lower learning outcomes and satisfaction than teacher education and child welfare students (p < 0.05). Conclusions: The study demonstrated the feasibility of the blended learning approach. However, IPL activities that are explicitly inclusive for all students should be created for future courses.
