gms | German Medical Science

Learning with digital media needs to be embedded in social interaction [1], [2], since knowledge is not only subjectively constructed, but also adjusted and consolidated in social exchange. In interprofessional teaching, this so-called social constructivism is important for the acquisition of competencies in addition to the individual examination of new content in terms of cognitive constructivism [3]. The integration of different forms of learning, such as blended learning and inverted classroom methods, can have positive effects on gaining knowledge and acquiring skills in the training of health care professions [4], [5]. For example, knowledge can be cognitively constructed with the help of videos [6] in an asynchronous format and socially constructed in interactive phases of attendance.

By switching to sole online teaching, the 2-semester module "People in different stages of life" of the Bachelor program "Interprofessional Health Care, B.Sc." was also adapted.

The challenge was to enable independent and collective online learning in a way that supported all students in cognitive and social knowledge construction. In the online format, the presentation was retained as a form of examination and implemented as a video presentation. The production of learning videos enables the independent construction of knowledge since content must be understood and didactically prepared [7]. For reflection and discussion of the video presentations, the "Think-Pair-Share” method [8] was applied online in a modified form, since this method enables the individual, cognitive (Think) as well as the collective, social (Pair, Share) construction of knowledge.

The module begins regularly in the 7^th semester (winter) providing students with theoretical basic knowledge about health and disease aspects in different stages of life. In the following summer semester, the students usually prepare a presentation in an interprofessional tandem, analysing a case study using a stage theory model [9], [10], [11], identifying opportunities and challenges associated with the stage of life, and analysing interprofessional collaboration. This is based on content from the winter semester, own experiences and profession-specific expertise. The presentations conclude with discussion questions to encourage exchange among fellow students from different health care professions. In this way, the students gain insights into the fields of activity of the other professions and can further develop their own understanding of their roles.

After the winter semester had taken place regularly, the 16 students in the 8^th semester (professional trainees in speech language therapy, physiotherapy, medical radiology assistance, medical laboratory assistance, nursing, orthoptics) received sample videos and a written summary with information on video production at the beginning of the summer semester via an e-learning platform (Moodle); they evaluated the videos and derived criteria for effective videos in individual work. The submitted criteria were summarized by the lecturer in a document and made available to all students via Moodle, based on the constructivist approach.

The students (presenters) created video presentations with concluding discussion questions in interprofessional tandems following the regular requirements of the assignment. A maximum of 2 video presentations were made available to the students via Moodle on 5 fixed dates and were reflected upon and discussed in 14-day cycles using the "Think-Pair-Share” method (see figure 1 [Fig. 1]). In this way, the students were able to access existing knowledge in their own learning time and link it with new knowledge so that the opinions and expertise of all could be integrated.

At present, no structured evaluation is available, only first experiences based on informal feedback from students and lessons learned from the lecturers are described. The students said they enjoyed the production of the video presentations (especially laying techniques and screencasts). The written reflections showed that the students dealt intensively with the case studies and the module content in terms of cognitive knowledge construction (Think). The small group meetings (Pair) promoted independent learning and gave freedom of planning. At least 60% of the students took part in each of the 5 presentation meetings (Share). Topics that went beyond the presentation were discussed, expertise and perspectives were exchanged and social knowledge construction was achieved. The individual feedback of the lecturers, which often provided food for thought for the discussion, was experienced positively by the students as appreciation of their own workload, but was rarely taken up by them in the presentation meeting.

The online application of the "Think-Pair-Share" method has been successful. Video presentations can be retained as an exam format. The production and reception of videos as a substitute for live presentations allows for an individual organisation of learning time and an experience-based occupation with the topic. Structured reflection and discussion enable collaborative and interprofessional learning.

The presentation meetings should preferably be conducted face-to-face to foster blended learning, since online conferences allow less intensive interaction.

For the feedback on the individual reflections, peer feedback could be useful in the context of Think-Pair-Share to promote further social knowledge construction. All in all, a clear formulation of the work assignment for the presentations and discussion groups is essential.

The authors declare that they have no competing interests.