Quinnipiac University’s (QU) Center for Interprofessional (IP) Healthcare Education offers over 40 experiences serving over 3500 students annually. However, due to the COVID-19 Pandemic in the Spring of 2020, QU transitioned to online education and all scheduled on-ground IP events were canceled. Despite the immediacy of the transition, the faculty recognized the need to prioritize and offer IP education (IPE). Understanding that use of technology can enhance interprofessional collaboration and learning opportunities for facilitators and students(1), faculty created a collaborative synchronous online IPE opportunity to discuss ethics and team-based care of COVID-19.

Online, synchronous IPE is a relatively new concept(2,3) Participants are able to have real-time interactions and to see and react to verbal and non-verbal communication. QU promoted the use of the ZOOM conferencing platform for synchronous online collaboration. Data suggest that that active or activity-based learning, including use of virtual teams and case studies, promotes learning and combats the social isolation aspect of online learning.(4) The IPE opportunity was strategically planned to include experienced interdisciplinary facilitators and to incorporate IP collaboration with constructivist approaches to team-based engagement(5). The synchronous nature allowed for more intimate discussion of sensitive topics surrounding the ethics of the COVID-19 pandemic.

Faculty members created a hot-topic COVID-19 IPE utilizing multiple technical ZOOM features including polling, breakout groups and large-group discussions in order to solicit input and participation from the entire group. The current yet novel COVID-19 topic allowed for incorporation of several IP competencies through an intentionally designed meaningful, thought-provoking and interactive presentation. Students were challenged to problem-solve and discuss the ethical dilemmas that healthcare professionals experience. Topics such as race/ethnicity in relation to COVID-19, altruism versus lack of personal protective equipment and the roles/responsibilities of all involved healthcare personnel were included. Case studies were designed to promote dialog about exposure, treatment recommendations and prioritizing care. Anonymous polling was incorporated to encourage honest participation and provide feedback regarding group opinions and understanding.

The IPE event was piloted with interdisciplinary faculty and students pursing distinction in IPE. Outcome data were collected via survey and analyzed in relation to the IPEC competencies and effectiveness in an online delivery. Following the successful pilot, the IPE experience was scheduled multiple times to include a larger population of health care students. Data support the use of synchronous online IPE to not only engage students in emotionally sensitive, rapidly evolving topics, but also to promote knowledge of IPE competencies.