Abstract:

Introduction:
As the COVID19 pandemic wanes, educators will continue to need and want creative approaches to teaching and course design for the near and foreseeable future including online and face-to-face instruction. We successfully used a HyFlex approach as a creative solution for an interprofessional education (IPE) activity.

Background:
At our institution, first year graduate health professions students take a mandatory year-long course Interprofessional Development, Education, and Active Learning (IDEAL). Prior to the pandemic, this course was taught face-to-face with active learning sessions that included peer-to-peer and small group interactions and utilized a computer supported team-based learning (TBL) educational space. During the pandemic, we incorporated best practices in online learning to transition the course online including the active learning and small group interaction. As campuses continued to open up with more students and faculty returning to campus and face-to-face classes, a number of considerations came to light: 1) the necessity for an individual to quarantine due to a positive COVID test or exposure; 2) students were uncomfortable returning face-to-face for personal reasons such as mask mandates, vaccination status, child care, etc.; 3) some students preferred the online environment; 4) some students preferred returning to face-to-face instruction and interactions. We searched to see if there was an educational solution that might allow us to accommodate these considerations and concerns from students and faculty and discovered the HyFlex approach.

Methodology:
The IPE session on Cultural Competence and Implicit Bias included synchronous, active, interprofessional learning with students (N=117) simultaneously online (N=38) and face-to-face (N=79). We used a holistic approach to coordinate resources supporting this activity including: curricular content and IPE experts, leaders in educational technology, information technology (IT) support, and TBL support personnel. These individuals and groups worked together to integrate pedagogical best practices combined with technical expertise for an optimal learning experience. Students selected whether they wanted to attend the session online or face-to-face. The instructional design included pre/post assessment and evaluation for formative feedback and quality improvement regarding curricular content as well as the HyFlex environment.

Results:
Preliminary data analysis indicates the session was successful. Both face-to-face and online students attending the session showed positive knowledge gains from pre to post, and an increase in self-reported confidence in skills. The evaluation feedback was positive. An overwhelming majority from both groups (97.22% in person, N=36 and 95.15% via online, N=73) were satisfied in participating in the session in manner which they chose.

Discussion:
The holistic approach to using a HyFlex model for an interprofessional educational activity with active learning was successful. Using the HyFlex approach for IPE activities could have significant implications for institutions with limited health professions on their campus, or for increased interaction between students in online and on-campus programs.

Conclusion:
This model for using a HyFlex approach could be duplicated at other institutions as a creative approach to curricular design and implementation to address a wide variety of students and circumstances including IPE.

Keywords:

HyFlex, hybrid, educational technology, Interprofessional Education, IPE.