biostudies-literatureUnknown13Prasad N<h4>Objectives</h4>To explore student perceptions of learning and interprofessional aspects of obstetric and neonatal emergencies through online simulation-based workshops.<h4>Methods</h4>This qualitative study was conducted at Monash University, Australia. Data were obtained from six separate online Obstetric Neonatal Emergency Simulation workshops held between May 2020 and August 2021. A total of 385 students attended and were invited to participate in the study by completing an online survey two-three weeks later. Of the attendees, 144 students completed the survey (95 medical, 45 midwifery), equating to a response rate of 37%. Survey responses were downloaded from online survey platform and separated into medical and midwifery responses. Thematic analysis of data was performed using a coding framework, resulting in development of themes and subthemes.<h4>Results</h4>Main themes were adaptability, connectivism, preparedness for practice, experiential learning, learning through modelling and dynamics of online interaction. Students reported that online workshop was a useful alternative method to experience simulation-based learning, increase their readiness for clinical practice and foster positive interprofessional relationships. Consistent with existing literature evaluating similar in-person programs, midwifery students were most interested in interprofessional interaction (predominant theme: dynamics of online interaction), whilst medical students were more concerned with developing clinical skills (predominant themes: learning through modelling, experiential learning).<h4>Conclusions</h4>Online learning may be a useful and convenient way of delivering interprofessional simulation-based education during the pandemic, in remote areas and as an adjunct to in-person teaching. Future studies should evaluate the impact of online learning with a mixed methods study and in comparison, to in-person programs.International journal of medical education287-304https://www.ebi.ac.uk/biostudies/studies/S-EPMC9911278biostudies-literatureEvaluation of online interprofessional simulation workshops for obstetric and neonatal emergencies.PMC9911278Hocking JDavey KWilley SMalhotra APrasad NFernando SKumar AfalseEvaluation of online interprofessional simulation workshops for obstetric and neonatal emergencies.<h4>Objectives</h4>To explore student perceptions of learning and interprofessional aspects of obstetric and neonatal emergencies through online simulation-based workshops.<h4>Methods</h4>This qualitative study was conducted at Monash University, Australia. Data were obtained from six separate online Obstetric Neonatal Emergency Simulation workshops held between May 2020 and August 2021. A total of 385 students attended and were invited to participate in the study by completing an online survey two-three weeks later. Of the attendees, 144 students completed the survey (95 medical, 45 midwifery), equating to a response rate of 37%. Survey responses were downloaded from online survey platform and separated into medical and midwifery responses. Thematic analysis of data was performed using a coding framework, resulting in development of themes and subthemes.<h4>Results</h4>Main themes were adaptability, connectivism, preparedness for practice, experiential learning, learning through modelling and dynamics of online interaction. Students reported that online workshop was a useful alternative method to experience simulation-based learning, increase their readiness for clinical practice and foster positive interprofessional relationships. Consistent with existing literature evaluating similar in-person programs, midwifery students were most interested in interprofessional interaction (predominant theme: dynamics of online interaction), whilst medical students were more concerned with developing clinical skills (predominant themes: learning through modelling, experiential learning).<h4>Conclusions</h4>Online learning may be a useful and convenient way of delivering interprofessional simulation-based education during the pandemic, in remote areas and as an adjunct to in-person teaching. Future studies should evaluate the impact of online learning with a mixed methods study and in comparison, to in-person programs.2022-01-01T00:00:00Z2022 Oct2025-04-04T12:41:38.103Z2025-04-04T12:41:38.103ZS-EPMC99112783633227210.5116/ijme.6342.9214