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Year : 2022  |  Volume : 8  |  Issue : 2  |  Page : 96-101

Mentor-learner web-based interprofessional collaborative distance learning: An innovation in teaching-learning method

1 Department of Orthodontics and Dentofacial Orthopaedics, JSS Dental College and Hospital, JSS Academy of Higher Education and Research, Mysuru, Karnataka, India
2 Department of Community Medicine, Manipal Tata Medical College, Jamshedpur, India
3 Department Centre for Foundation & General Studies, Manipal University College, Melaka, Malacca, Malaysia
4 Department of Public Health Dentistry, A J Institute of Dental Sciences, Mangaluru, Karnataka, India
5 Department of Oral Pathology, D.Y. Patil Dental School, Pune, Maharashtra, India
6 Department of Microbiology, Melaka Manipal Medical College, Manipal, Karnataka, India
7 Department of Community Medicine, KMC, Mangaluru, India
8 Department of Microbiology, Melaka Manipal Medical College, Manipal Academy of Higher Education, Manipal, Karnataka, India
9 Department of Pathology, Kasturba Medical College, Manipal Academy of Higher Education, Manipal, Karnataka, India

Correspondence Address:
Dr. Bhagyalakshmi Avinash
Department of Orthodontics, JSS Dental College and Hospital, JSS Academy of Higher Education and Research, Mysuru - 570 015, Karnataka
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/ijam.ijam_52_21

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Introduction: Web-based (Web) interprofessional collaborative distance learning is an important tool for enhancing the knowledge of learners. Foundation for Advancement of International Medical Education and Research (FAIMER) fellowship adopts mentor-learner (ML) based teaching-learning methodology wherein learners from various interprofessional fields collaborate for knowledge construction and problem-solving. Materials and Methods: This was an educational intervention study conducted as a part of the FAIMER fellowship. This study duration was 1 month. We offered a Web ML interprofessional collaborative distance-learning to cover the concepts of Questionnaire Designing for educational purposes to the fellows enrolled for the fellowship. The fellows were tutored via online/e-learning methods and activities. The fellows underwent assessment of their knowledge of the topic both before and after the course. Statistical analysis was performed and the mean of overall scores was obtained. The means were compared by two-tailed paired t-test. Results: Thirty four FAIMER fellows completed the entire module during the study period. The mean score for knowledge of the topic was significantly higher on the final assessment than on the initial assessment (P < 0.001). Conclusion: The use of, (ML-Web) interprofessional collaborative distance learning through a digital platform can promote teaching and learning in the educational field, increasing knowledge significantly. The following core competencies are addressed in the article: Practice-based learning and improvement, Medical knowledge, Interpersonal and communication skills.

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