Table 3 Proposed guidelines for...

Table 3

Proposed guidelines for developing and implementing a multidisciplinary online learning environment

Factors¹	Guidelines
1. Self-directed/self-paced learning¹	Students are self-directed through completing and leading multidisciplinary case discussions at their own pace and within set timeframes
1. Self-directed/self-paced learning¹	Students choose their own integrated care topics and develop and complete multidisciplinary team-based projects at their own pace within a set timeframe
2. Individualized, based on learner's profile and background¹	Students present patient-based student-led case discussions from the perspective of their own discipline to students from other disciplines
3. Interactive¹	An online collaboration platform allows the multidisciplinary education program to be interactive. Students can ask questions or use the chat functions
4. Multimodal¹	Students read various types of resources, watch videos, attend online meetings and write reflections on their own work based on other students' feedback
5. Flexibility¹	Students pick a topic that interests them to increase engagement
5. Flexibility¹	Students can jump into real-time multidisciplinary learning sessions or watch the recordings later
6. Accessible¹	Students can participate no matter where they are located
7. Consistency of information, repetition, and reinforcement¹	Learning is repeated and reinforced through the following processes: (1) Students are informed about national policies or policy directives (information-transfer), (2) students are asked to complete a project in relation to the national policies or directives, (3) students present their project back to other students and receive feedback, (4) students incorporate feedback from their peers and write a 500-word reflection on their learnings
8. Cost-effective and good value for investment both for the learner and system¹	The online program allows for increased efficiencies. Consider new partnerships so that the program can be expanded to other rural or urban areas and promote multidisciplinary learning at new universities
9. Measures using questionnaires/feedback/surveys of satisfaction¹	At the end of their placement students complete a survey that will assist in further improving the program
	Identify existing data sources to ensure formal feedback about the education program from internal and external sources
	Identify informal feedback from students, peers, university partners and the community partners about the program
	Example: Student placement quality surveys, peer observation, ad hoc feedback and internal sources such as the Australian Rural Health Education Network Survey
10. Provides equitable engagement¹	Students from anywhere can participate
11. Access to the lecturer who facilitates the program¹	An academic lecturer facilitates the program. Students can access the lecturer to ask questions online, email and face-to-face
12. Nurtures critical thinking, reflection and applicability¹	Use real-world applications to allow critical thinking about multidisciplinary learning and reflect on the effect on (rural) communities
	Example: The School Hand Hygiene Project
13. Establishment of a learning community¹	Debrief sessions and multidisciplinary project team-based learning creates a sense of a learning community among students from different disciplines
14. Ability for translation into practice¹	Projects are marked on application to (rural) practice and are based on real-world problems. This assists students to think of system-based as well as individual patient-level solutions
	Community partners join online sessions to provide real-world context
	Example, the impact of COVID-19 on older people and social isolation
15. Multidisciplinary expertise	Multidisciplinary facilitators require in-depth knowledge of a wide range of disciplines and health systems to allow students to communicate across various disciplines and understand integrated care solutions
15. Multidisciplinary expertise	The expert has adaptive expertise, whereby the expert is able to distill the complexity of integrated care through continually refining and increasingly sharing patient and system complexity with the students based on their expertise
16. Multidisciplinary learning	Students identify the top three health priority issues in an area based on local needs assessments
16. Multidisciplinary learning	Students identify which interventions are implemented in their placements to improve the priority health issues
16. Good facilitation skills	Multidisciplinary facilitators need to have good facilitation skills
17. Cyber security	Online meetings are recorded in accordance with university policies
	Recordings are saved to a local drive, not a USB or external hard drive, which is nominated in the online platform recording settings
	The local drive is encrypted. The recording is moved to an approved data storage platform and deleted from the local drive
18. Organizational support structures	Strong administrative and IT support structures are in place to ensure seamless integration of online education
19. Strong partnerships	Have strong partnerships with a variety of community-based organizations
	Have strong partnerships with clinicians from multiple disciplines
	Have strong partnerships with multiple universities
20. Health needs of the community	Provide resources on the health needs of the community
20. Health needs of the community	Ensure students share their knowledge and skills to solve the community needs across disciplines

Factors¹	Guidelines
1. Self-directed/self-paced learning¹	Students are self-directed through completing and leading multidisciplinary case discussions at their own pace and within set timeframes
1. Self-directed/self-paced learning¹	Students choose their own integrated care topics and develop and complete multidisciplinary team-based projects at their own pace within a set timeframe
2. Individualized, based on learner's profile and background¹	Students present patient-based student-led case discussions from the perspective of their own discipline to students from other disciplines
3. Interactive¹	An online collaboration platform allows the multidisciplinary education program to be interactive. Students can ask questions or use the chat functions
4. Multimodal¹	Students read various types of resources, watch videos, attend online meetings and write reflections on their own work based on other students' feedback
5. Flexibility¹	Students pick a topic that interests them to increase engagement
5. Flexibility¹	Students can jump into real-time multidisciplinary learning sessions or watch the recordings later
6. Accessible¹	Students can participate no matter where they are located
7. Consistency of information, repetition, and reinforcement¹	Learning is repeated and reinforced through the following processes: (1) Students are informed about national policies or policy directives (information-transfer), (2) students are asked to complete a project in relation to the national policies or directives, (3) students present their project back to other students and receive feedback, (4) students incorporate feedback from their peers and write a 500-word reflection on their learnings
8. Cost-effective and good value for investment both for the learner and system¹	The online program allows for increased efficiencies. Consider new partnerships so that the program can be expanded to other rural or urban areas and promote multidisciplinary learning at new universities
9. Measures using questionnaires/feedback/surveys of satisfaction¹	At the end of their placement students complete a survey that will assist in further improving the program
	Identify existing data sources to ensure formal feedback about the education program from internal and external sources
	Identify informal feedback from students, peers, university partners and the community partners about the program
	Example: Student placement quality surveys, peer observation, ad hoc feedback and internal sources such as the Australian Rural Health Education Network Survey
10. Provides equitable engagement¹	Students from anywhere can participate
11. Access to the lecturer who facilitates the program¹	An academic lecturer facilitates the program. Students can access the lecturer to ask questions online, email and face-to-face
12. Nurtures critical thinking, reflection and applicability¹	Use real-world applications to allow critical thinking about multidisciplinary learning and reflect on the effect on (rural) communities
	Example: The School Hand Hygiene Project
13. Establishment of a learning community¹	Debrief sessions and multidisciplinary project team-based learning creates a sense of a learning community among students from different disciplines
14. Ability for translation into practice¹	Projects are marked on application to (rural) practice and are based on real-world problems. This assists students to think of system-based as well as individual patient-level solutions
	Community partners join online sessions to provide real-world context
	Example, the impact of COVID-19 on older people and social isolation
15. Multidisciplinary expertise	Multidisciplinary facilitators require in-depth knowledge of a wide range of disciplines and health systems to allow students to communicate across various disciplines and understand integrated care solutions
15. Multidisciplinary expertise	The expert has adaptive expertise, whereby the expert is able to distill the complexity of integrated care through continually refining and increasingly sharing patient and system complexity with the students based on their expertise
16. Multidisciplinary learning	Students identify the top three health priority issues in an area based on local needs assessments
16. Multidisciplinary learning	Students identify which interventions are implemented in their placements to improve the priority health issues
16. Good facilitation skills	Multidisciplinary facilitators need to have good facilitation skills
17. Cyber security	Online meetings are recorded in accordance with university policies
	Recordings are saved to a local drive, not a USB or external hard drive, which is nominated in the online platform recording settings
	The local drive is encrypted. The recording is moved to an approved data storage platform and deleted from the local drive
18. Organizational support structures	Strong administrative and IT support structures are in place to ensure seamless integration of online education
19. Strong partnerships	Have strong partnerships with a variety of community-based organizations
	Have strong partnerships with clinicians from multiple disciplines
	Have strong partnerships with multiple universities
20. Health needs of the community	Provide resources on the health needs of the community
20. Health needs of the community	Ensure students share their knowledge and skills to solve the community needs across disciplines

Source(s): ¹Moehead et al. (2020)

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