Abstract
BACKGROUND: Global classrooms transcend geographical boundaries, fostering collaboration and knowledge exchange among learners worldwide. Artificial intelligence (AI) has the potential to enhance patient care, streamline processes, and revolutionise healthcare capabilities. However, there is a shortage of a skilled workforce capable of utilising insights to design innovative solutions. Therefore, tailored education that leverages collaborative learning, knowledge and experience sharing amongst international colleagues, may be effective in progressing digital transformation efforts. OBJECTIVES: This study explores learners' experiences and perspectives from a 4-week online global classroom education programme between University of Melbourne, Australia and Manchester University, UK, designed to develop the AI skills of healthcare professionals. The evaluation aimed to assess the benefits, barriers, and opportunities for improving international interprofessional collaborative learning, as well as providing insights for educators. METHODS: We developed a fully online short course for interprofessional healthcare professionals. In a flipped classroom model, learners (N = 21) completed 2 h of pre-class online learning followed by 2 h of live interactive weekly Zoom workshops for 4 weeks. Throughout the course, learners engaged in small group work, contributed their unique expertise, listened to experts in the field, and received feedback on their project pitches from an expert panel. To evaluate the programme's utility, a mixed methods approach was used, including pre- and post-surveys with rating scales. Learners also completed self-efficacy measures (N = 18), with scales mapped to specific capability statements. Weekly surveys with free-text responses provided additional feedback on course continuity and suggested improvements. RESULTS: The self-efficacy component revealed a significant increase (P <.0001) in perceived confidence across all capability statements from pre- to post-course. The programme effectively provided learners with access to global perspectives from instructors, expert panels, and diverse participant experiences, offering a solid foundation to develop and refine project ideas. The final pitchathon was useful in applying the learnings. Learners reported intentions to apply knowledge to improve service delivery, develop predictive models, and collaborate with data scientists. Key recommendations include tailoring more specific, personalised learning pathways, including additional case studies, providing opportunities or deeper peer and expert interactions and fostering post-course community building. CONCLUSIONS: The global classroom facilitates learning and problem-sharing among healthcare professionals, promoting broader thinking, encouraging collaboration across diverse perspectives, and enabling a better understanding of the initiatives colleagues worldwide are undertaking. To enhance this experience, further efforts should focus on enabling more meaningful collaboration among learners during and after the course, to develop global communities of practice.