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An exploration of teaching presence in online interprofessional education facilitation

机译：在线侦探教学促进的教学存在探索

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Background: Although the prevalence of online asynchronous interprofessional education (IPE) has increased in the last decade, little is known about the processes of facilitation in this environment. The teaching presence element of the Community of Inquiry Framework offers an approach to analyze the contributions of online facilitators, however, to date it has only been used on a limited basis in health professions education literature.Aim: Using an exploratory case study design, we explored the types of contributions made by IPE facilitators to asynchronous interprofessional team discussions by applying the notion of teaching presence.Methods: Using a purposeful sampling approach, we analyzed 14 facilitators' contributions to asynchronous team discussion boards in an online IPE course. We analyzed data using directed content analysis based on the key indicators of teaching presence.Results: The online IPE facilitators undertook the three critical pedagogical functions identified in teaching presence: facilitating discourse, direct instruction, and instructional design and organization. While our data fitted well with a number of key activities embedded in these three functions, further modification of the teaching presence concept was needed to describe our facilitators' teaching presence.Conclusions: This study provides an initial insight into the key elements of online asynchronous IPE facilitation. Further research is required to continue to illuminate the complexity of online asynchronous IPE facilitation.
机译：背景：虽然在过去十年里，在线异步侦探（IPE）的患病率增加，但对这一环境中的便利化过程知之甚少。咨询框架社区的教学存在要素提供了一种分析在线促进者的贡献的方法，但是，迄今为止仅在卫生专业教育文献中的有限基础上使用了。：使用探索性案例研究设计，我们通过应用教学存在的概念来探讨IPE促进者对异步侦查团队讨论的贡献类型。我们使用基于教学存在的关键指标的指示分析分析了数据。结果：在线IPE协调人员承担了教学业务中确定的三个关键教学功能：促进话语，直接指导和教学设计和组织。虽然我们的数据适用于这三个功能的许多关键活动，但需要进一步修改教学存在概念来描述我们的辅助商的教学存在。结论：本研究提供了对在线异步IPE的关键要素的初步洞察促进。需要进一步的研究继续阐明在线异步IPE便利化的复杂性。

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