A formative evaluation study of digital video storytelling as a teaching tool in interprofessional education for undergraduate health professional students

Abstract

Interprofessional collaboration (IPC) occurs when health professionals from various disciplines work together to deliver comprehensive healthcare. Interprofessional education (IPE) aims to cultivate this collaboration among healthcare students from various disciplines. Digital video story (DVS) utilizes multimedia narratives to convey experiences and lessons, making it a valuable educational tool. This research evaluates digital storytelling as a teaching tool in IPE, focusing on how digital video stories influence the understanding and perception of IPC competencies among healthcare students and how these stories can be optimized. Ten participants from various health profession faculties who completed at least one IPE skill session at Memorial University of Newfoundland and Labrador participated. Using a qualitative formative evaluation methodology, data were collected through semistructured interviews after participants viewed a four-minute digital video story about a health professional in an interprofessional collaborative health team. Thematic analysis identified 12 key themes. Findings suggest that digital video story enhances healthcare students‟ understanding and appreciation of interprofessional roles and collaborative patientcentered care. DVS also appeared to have influenced participants to perceive IPC as an opportunity for skill training and support for new professionals. The findings also addressed learners‟ preferences and possible ways to optimize DVS for educational impact and satisfaction in interprofessional learning environments.