The effectiveness of World Café-based flipped classroom to optimal interprofessional education among interprofessional healthcare workers: A quasi-experimental study

Abstract

Abstract Background Quality of healthcare outcomes rely heavily on effective interprofessional collaboration. However, inadequate communication and team collaboration may contribute to ineffective interprofessional collaborative practice (IPCP) and negatively impact patient safety. Traditionally, IPCP training sessions are conducted primarily through lectures with limited interactions across disciplines, which may create obstacles in cultivating effective interprofessional communication. Teaching strategies that combine the World Café approach with flipped classroom (WCFC) approach may improve team communication and collaboration. The purpose of this study was to evaluate the effectiveness of World Café-based flipped classroom (WCFC) approach in promoting interprofessional collaborative practice behaviors, learning engagement and learning satisfaction. Methods This quasi-experimental study used two-group repeated measure longitudinal design with a convenience sample. Seventy-six healthcare professionals participated in this study. The experimental group (n=38) completed a case studydiscussion course through the WCFC approach, whereas the control group (n=38) received the same course through a traditional teaching approach. Data collection took place before the intervention, one week and four weeks after the intervention. The instruments utilized were demographic information sheet, Lee’s (2016) Interprofessional Collaborative Practice Behavior Inventory (IPCPBI), Ciou’s (2020) Learning Engagement Scale, and Huang’s (2013) Learning Satisfaction Scale. Results There were no significant differences in the IPCPBI scores between the experimental and control groups one week after the intervention (p >.05). Analyses of the delay effects four weeks after the intervention foundsignificantly higher IPCPBI scores in the experimental group than the control group (p < .05). The learning engagement scores and learning satisfaction scores were higher in the experimental group but did not reach statistical significance (p> .05). Conclusions Case studydiscussions conducted using the WCFC approach effectively improved IPCPbehaviors, learning engagement and learning satisfaction in healthcare professionals. The World Café approach created a relaxing atmosphere for learning, and encouraged sharing among participants. Each participant experienced freedom and equal opportunities to contribute in interprofessional collaborative practice for the optimized care outcomes.