Purpose: In Egypt, the main challenges to interprofessional education (IPE) implementation are complexity of the required curricular design, the attitudinal barriers between professions, and the needed resources. Action research work was planned and implemented to identify alternative solutions to overcome barriers to IPE in the local Egyptian context.
Methods: -An 8-week e-learning elective course was developed, implemented, and evaluated. A mixed group of 30 nursing and medical students was enrolled voluntarily in the course. Female to male ratio was 3:2. Four faculty members were assigned to manage the course. Based on the EMRO-WHO guidelines, ethics content was selected and organized. A closed Facebook group was created and utilized as the e-learning platform. Facilitated large-group and case-based discussions were the main instructional methods. Scoring of mixed small group assignments was the main assessment tool. Course evaluation was conducted using the Interprofessional Socialization and Valuing Scale (ISVS) and an Online-Course Evaluation Questionnaire (OCEQ).
Results: ISVS results revealed that students’ perception of ability, comfort and value in working with others, were all positive. The OCEQ provided additional evidence regarding the satisfaction of students with the Facebook group as a learning platform. Assignment submission rate was 90%. Success rate of small group assignments (scores ≥ 60%) was 100%. Response rate to the open online discussions was 63%. Through peer evaluation as well as direct observation of online discussions, there was evidence of distinct contributions by females and by medical students compared to nursing students.
Conclusion: As evidenced by the students’ perception and performance, our IPE distance learning experience was valuable. Motivation of medical students as well as females was evident. IPE is a challenging process. The elective approach and using DL can offer solutions. Conducting relevant practical sessions as well as sustainability of this IPE e-learning experience remain key challenges.

Keywords: adult learning, distance education and online learning, cooperative/collaborative learning, teaching/learning strategies


中文翻译：

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跨专业教育的挑战：电子学习会成为法宝吗？

目的：在埃及，跨专业教育 (IPE) 实施的主要挑战是所需课程设计的复杂性、专业之间的态度障碍以及所需资源。计划和实施了行动研究工作，以确定替代解决方案，以克服埃及当地情况下 IPE 的障碍。
方法：- 开发、实施和评估了为期 8 周的电子学习选修课程。由 30 名护理和医学生组成的混合小组自愿参加了该课程。男女比例为3：2。四名教员被指派管理该课程。根据 EMRO-WHO 指南，选择和组织了伦理学内容。创建了一个封闭的 Facebook 群组并将其用作电子学习平台。促进大小组和基于案例的讨论是主要的教学方法。混合小组作业的评分是主要的评估工具。课程评估是使用跨专业社会化和评估量表 (ISVS) 和在线课程评估问卷 (OCEQ) 进行的。
结果：ISVS结果显示，学生对与他人合作的能力、舒适度和价值的感知都是积极的。OCEQ 提供了关于学生对 Facebook 群组作为学习平台的满意度的更多证据。作业提交率为90%。小组作业的成功率（分数 ≥ 60%）为 100%。对公开在线讨论的响应率为 63%。通过同行评估以及对在线讨论的直接观察，有证据表明女性和医学生与护理生相比做出了不同的贡献。
结论：正如学生的感知和表现所证明的那样，我们的 IPE 远程学习经验很有价值。医学生和女性的动机很明显。IPE 是一个具有挑战性的过程。选择性方法和使用深度学习可以提供解决方案。举办相关的实践课程以及这种 IPE 电子学习体验的可持续性仍然是主要挑战。

关键词：成人学习、远程教育和在线学习、合作/协作学习、教学/学习策略