Student active learning across Fjords and Mountains. Digital and face-to-face collaborative learning including different campuses and study programs.

This abstract presents part of a project called Learning Across Fjords and Mountains. One of the main objectives of this project was to facilitate collaborative learning between students from different study programs at three different campuses at NTNU to increase interdisciplinary competence. Effective teamwork and communication between different health care professionals are crucial for patient safety, and lack of communication and collaboration may be responsible for as much as 70% of the adverse events in health care services. This project aims to promote interprofessional learning by bringing students from different campuses and multiple health care study programs to work together and learn about each other’s professional roles and stimulate interdisciplinary collaboration, aiming to improve the quality of patient care. Participating study programs are Bachelor in Radiography, and postgraduate program in nurse anesthesia, intensive care nursing, operating room nursing and pediatric nursing. These programs are all organized at different university campuses at NTNU located between fjords and mountains in Norway, making collaborative learning more complex. Through a collaborative innovation project, we have developed student active digital and face-to-face learning tools that open for collaborative learning across three campuses and the five participating study programs. As the core of the digital learning tools, we developed a patient story of a seven-year-old boy named Henrik. Henrik experiences a fall from a tree during play, and the story is presented to the students as a scroll-story of his journey through the hospital after the fall. This includes everything that happens to Henrik from the onset of his injury, the ambulance arriving at the emergency department through examinations and treatment until he gets discharged from the local hospital. This story is digitalized in collaboration with MedEasy, which also has delivered digital lectures within the scroll-story. As the story develops, Henrik meets different health care professionals working together. These meeting points, where different health care professionals collaborate, are organized in what we call Learning stations. At each learning station, the students collaborate across disciplines and campus to acquire knowledge, skills and competence to secure patient safety. The Learning stations provide digital and physical student active learning tools operationalizing the students learning. The student will meet with different mono- and interdisciplinary groups during a variety of learning activities. We have utilized digital tools such as H5P, teams and Blackboard to organize the different learning activities, involving group discussions, practical training, simulation, digital lectures, filming, interviews, questionnaire etc. The learning station related to working with Henrik in a trauma team is pilot tested within the participating study programs across all campuses in a trauma week this spring. Here the students work with the different themes concerning trauma reception and care. Results of the evaluation of the students and teachers experience with the learning tools will be presented at the conference in combination with the results of a baseline questionnaire that explores the students' experience and attitudes towards digital learning and interdisciplinary learning at the university. The implications of this study are to increase student learning related to interdisciplinary collaboration and knowledge of other professions roles and responsibilities. By learning across campus and study programs the project opens for collaborative learning in a new way which is important to increase patient care and safety when the students later will experience real patient in trauma care. By developing digital and physical learning arenas that innovatively promote student-active learning methods and le