Establishing an Inclusive Global University Network for Virtual Case Study Exploration Focused on Student Collaboration to Address Wicked Problems

Concurrent Session 1
Leadership

Session Materials

Brief Abstract

Wicked problems such as human trafficking, environmental disasters, and web-based disinformation require collaboration from across sectors for us to begin solving them. But, where do students develop these collaborative competencies?  This session explores the Virtual Interprofessional Education (VIPE)’s 1.) global network and 2.) blended case study model (7000 student participants, 60 different programs, 30 countries) where students practice the essential teaming and collaboration skills required to start addressing these issues.

Presenters

Lead Presenter: Andrew Wiss, The George Washington University

Andrew C. Wiss, PhD, EdM is Assistant Dean for Academic Innovation and a Professorial Lecturer of Health Policy and Management in the Milken Institute School of Public Health at the George Washington University. He has extensive experience designing, developing, implementing and evaluating the effectiveness of technology-enhanced, situated and organizational learning solutions across a broad range of industries and knowledge domains. In his current role at GW, Dr. Wiss leads the development and delivery of the Milken Institute School of Public Health’s continuously growing portfolio of online and hybrid programs and courses. Andrew’s teaching and research focuses on: adult learning, organizational learning, gamification and learner motivation, faculty motivation and development, the learning and performance of experts in practice and the use of emerging technologies (including simulation mediums such as AR and VR) to support learning in authentic contexts.

Additional Authors

Extended Abstract

Session Learning Objectives: By the end of this session, attendees will:

  • be able to describe the VIPE program's global partner network and inclusive approach for bringing together a diverse pool of institutions, students, professions, and setting to engage in virtual case study activities.
  • be able to describe the VIPE program's virtual case study model and its ability to create psychologically safe spaces for student collaboration online. 
  • consider the importance of the faculty/learning designer relationships required to build such a model.
  • reflect on their own institution’s capabilities for supporting similar collaborative case study activities across disciplines and academic programs. 

About VIPE: VIPE (Virtual Interprofessional Education) is a multi-country, multi-institutional, online interprofessional education collaborative that has served over 7000 students across 60 academic institutions located domestically and internationally since 2018. VIPE’s blended case study activities provide an inclusive and psychologically safe virtual space to practice collaborative skills for cross-disciplinary work required to addressing complex problems with roots in many sectors including: climate, security, health, and technology. 

 

Interest to the OLC Community: The VIPE program's innovations that are of particular interest to the OLC community include: 1.) meeting academic program accreditation requirements for this type of activity (IPEC, 2016) using virtual platforms and a highly effective collaborative learning model; 2.) establishing a virtual network of universities to practice these collaborative skills together; 3.) emphasizing the diversity of institutions, disciplines, geographic location, and personal backgrounds of our participants as a key to successful teaming and collaboration; and 4.) using this virtual network as a method for providing students from around the globe with access to each other - providing a unique virtual opportunity to learn "from, with, and about each other" (WHO, 2010). VIPE was twice awarded the Honorable Mention in Health Communications and Health Technology from the United States Public Health Service (USPHS COF) and the Interprofessional Education Collaborative (IPEC), 2021 & 2022;  and the "Lesley Diack Award for Outstanding Research in IPE" at the International Network for Health Workforce Education Conference (INWHE), 2021

 

Academic institutions in the United States that offer health sector programs ranging from the MD to Public Health have a requirement to offer some type of interprofessional education for their students, yet many struggle to provide meaningful access and collaborative opportunities with a diverse set of disciplines.  The VIPE Network has opened up opportunities for students from all 50 US states, Africa, and Europe, from public and private institutions with variable levels of resource access, with meaningful and authentic opportunities to come together and collaborate through the VIPE blended case model.

 

The VIPE core faculty and learning designers have long held that interprofessional education is an ideal setting to introduce both clinical and non-clinical students to public policy concepts (starting with social determinants) that every practitioner can and should be utilizing to enhance their work and decision making. This initiative has now given thousands of students an opportunity to become stronger members of the workforce and job roles they are training for by 1.) increasing their competence in performing as a member of diverse interprofessional teams, and 2.) to consider key public health principles as a part of their approach to addressing the health challenges presented to them. Our VIPE students are taking their newly developed interprofessional skills and public health knowledge out into practice, and making enhanced contributions in communities across the United States and globally as a result.  

 

Session Structure:  During this session, attendees will be provided with an overview of the VIPE network and recommendations/lessons learned for establishing a similar network at their own institutions.  The VIPE blended virtual study model will also be presented, highlighting the asynchronous/independent preparation students engage in, before attending a large-format synchronous case study activity where the opportunities for collaboration take place. Reflections from learning designers and faculty participants will also be share and student outcomes results (N = 2451) from the 2020-2021 period will be presented. 

 

Session Interactivity: This session will have several short interactive activities built in that should serve as an opportunity for attendees to consider how the various elements of the VIPE program may be of use to them in their own job roles and programs/institutions.  Attendees will be provided with an "institutional capabilities worksheet" where they will note strengths and weaknesses at their own institution to support a virtual case approach like this. That worksheet will then be used as the foundation for a think-pair-share activity where they will consider how to leverage the strengths listed on their worksheet to meet their goals in the learning design and program support spaces. The session will conclude with a structured Q&A period where attendees will be invited to ask questions related to themes within the session.