TY - JOUR T1 - Evaluation of online interprofessional simulation workshops for obstetric and neonatal emergencies AU - Prasad, N. AU - Fernando, S. AU - Willey, S. AU - Davey, K. AU - Hocking, J. AU - Malhotra, A. AU - Kumar, A. KW - interprofessional education KW - simulation-based education KW - online learning KW - learning through modelling KW - obstetric KW - PY - 2022/10/31 Y1 - 2022/10/09 VL - 13 N1 - doi: 10.5116/ijme.6342.9214 DO - 10.5116/ijme.6342.9214 M3 - doi: 10.5116/ijme.6342.9214 JO - Int J Med Educ SP - 287 EP - 304 PB - IJME SN - 2042-6372 UR - http://www.ijme.net/archive/13/simulation-workshops-for-obstetric-and-neonatal-emergencies/ L1 - http://www.ijme.net/archive/13/simulation-workshops-for-obstetric-and-neonatal-emergencies.pdf N2 - Objectives: To explore student perceptions of learning and interprofessional aspects of obstetric and neonatal emergencies through online simulation-based workshops. Methods: This qualitative study was conducted at Monash University, Australia. Data were obtained from six separate online Obstetric Neonatal Emergency Simulation workshops held between May 2020 and August 2021. A total of 385 students attended and were invited to participate in the study by completing an online survey two-three weeks later. Of the attendees, 144 students completed the survey (95 medical, 45 midwifery), equating to a response rate of 37%. Survey responses were downloaded from online survey platform and separated into medical and midwifery responses. Thematic analysis of data was performed using a coding framework, resulting in development of themes and subthemes. Results: Main themes were adaptability, connectivism, preparedness for practice, experiential learning, learning through modelling and dynamics of online interaction. Students reported that online workshop was a useful alternative method to experience simulation-based learning, increase their readiness for clinical practice and foster positive interprofessional relationships. Consistent with existing literature evaluating similar in-person programs, midwifery students were most interested in interprofessional interaction (predominant theme: dynamics of online interaction), whilst medical students were more concerned with developing clinical skills (predominant themes: learning through modelling, experiential learning). Conclusions: Online learning may be a useful and convenient way of delivering interprofessional simulation-based education during the pandemic, in remote areas and as an adjunct to in-person teaching. Future studies should evaluate the impact of online learning with a mixed methods study and in comparison, to in-person programs. ER -