Developing and Evaluating Teamwork Skills using an Interprofessional Simulated Discharge Planning Meeting

Purpose: The Clinical Discharge Scenario (CDS) provides students the opportunity to work as an interprofessional team in a simulated scenario. Evaluating student competence in teamwork skills provides insight into their ability to work as effective team members. Background: A literature review reveals the majority of tools assessing student learning in interprofessional education (IPE) measure satisfaction, attitudes and knowledge (Abu-Rish et al., 2012). Kirkpatrick’s evaluation model proposes a hierarchy of changes as a result of training (Kirkpatrick, 1979). At the highest level is transfer of learning to change behavior. Assessment of IPE influenced behavior change is limited (Abu-Rish et al., 2012). Description of Intervention: Interprofessional student teams participate in a simulated discharge planning meeting with an elder female patient and her adult daughter (standardized patients). Student teams develop a discharge plan for the patient. Teamwork is assessed via Team Observation checklists (Herge, et al, 2015) completed by faculty observers and standardized patients. Students debrief with faculty and standardized patients and complete a posttest identifying one thing they learned from the experience. Results: Three years of data spring 2014-2016 was analyzed. Preliminary results indicate students were rated as above average on team skills. Thematic analysis of the posttest revealed 7 themes: communication, client centered care, meeting structure, IPE teams, family/caregiver, student experience and difficult patient. Conclusion: The CDS is an effective way for students to practice teamwork skills in a simulated environment. Evaluating student behavior in this setting provides data regarding student ability to apply learning and demonstrate teamwork skills. Relevance to Interprofessional Education: The Institute of Medicine report (IOM, 2015) calls for greater measurement of IPE impact on practice and behavior change. Simulated patient encounters provide students the opportunity to practice teamwork skills and faculty to measure student teamwork skills as related to IPE. Learning Objectives: At the conclusion of this session participants will: Recognize the value of simulated learning activities in interprofessional education. Describe the learning outcomes of an interprofessional simulated team activity. Identify ways to evaluate performance as an outcome of interprofessional education in their own educational/clinical setting. References: 1. Abu-Rish, E., Kim, S., Choe, L., Varpio, L., Malik, E., White, A. A. & Thigpen, A. (2012). Current trends in interprofessional education of health sciences students: A literature review. Journal of Interprofessional Care, 26(6):444-451. 2. Kirkpatrick, D. L., (1979). Techniques for evaluating training programs. Training and Development Journal. 33(6):178-192. 3. Herge, E. A., Hsieh, C., Waddell-Terry, T. & Keats, P. (2015). A simulated clinical skills scenario to teach interprofessional teamwork to health profession students. Journal of Medical Education and Curricular Development. 2:27-34. doi:10.4137/JMECD.S18928 4. Institute of Medicine (2015). Measuring the impact of interprofessional education on collaboration and patient outcomes. Washington, D.C.: The National Academies Press

Leading an Interprofessional Geriatric Clinical Skills Fair: A Train the Trainer Seminar

Objectives • Practice teaching skills related to interprofessional education (IPE) and geriatric competencies • Formulate an Action Plan and prepare to introduce an Interprofessional Geriatric Clinical Skills Fair at their own institutions • Recognize essential elements of a measurement tool that evaluates the effectiveness of an Interprofessional Geriatric Clinical Skills Fai

Evaluation of an Interprofessional Geriatric Clinical Skills Fair

Objectives •Describe the utilization of an interprofessional geriatric clinical skills fair to impart knowledge and skills pertaining to both core geriatric and IPE competencies. •Prepare to introduce an Interprofessional Geriatric Clinical Skills Fair at one’s own institution •Recognize essential elements of a measurement tool that evaluates the effectiveness of an Interprofessional Geriatric Clinical Skills Fai

Targeting Frailty in Older Patients with Heart Failure: The REHAB-HF Experience

Presentation: 53:0

Keeping it Real—Using Standardized Patients to Improve Learning Outcomes

Objectives: 1. Describe how simulation is used in pre-licensure education in a variety of disciplines. 2. Examine the challenges and benefits to integrating simulation activities into a course. 3. Apply strategies to integrate simulation learning activities in attendees’ curriculum. Presentation: 44 minute

Interprofessional Student Hotspotting Learning Collaborative: A Student Initiative to Together Help Patients in Tangible and Intangible Ways

The Interprofessional Student Hotspotting Learning Collaborative brings together a team of students who work closely with individual patients with complex medical histories who are “super-utilizers” of health care resources. Our goals: Provide a targeted, patient-centered approach to patient care Learn about our patient’s health from their perspective and develop a plan based on the patient’s goals and perceived needs Minimize misuse and miscommunication that had previously hindered the patient healthcare experience. Bring unique perspectives from each of our respective disciplines to improve upon inefficiencies in care Our team consisted of students from the colleges of Occupational Therapy, Physical Therapy, Nursing, Pharmacy, and Medicinehttps://jdc.jefferson.edu/jcipeposters/1006/thumbnail.jp

Transforming Chronic Care Education: A Longitudal Interprofessional Mentorship Curriculum

Rationale: Future state of academic medicine demands preparing students for collaborative, team-based practice. Interprofessional education (IPE) is widely advocated as a key element to promote an effective redesigned healthcare system Evidence and curricular resources describing effective IPE remain limite

An Interprofessional Falls Assessment Clinic Model to Develop Collaborative Team Skills among Health Professional Students

BACKGROUND Older adults are at increased risk for falls and fall related injuries, leading to loss of independence, disability, and increased mortality. Preventing injury and falls is a national Healthy People 2010 objective. However, physicians and other health professionals frequently fail to incorporate known evidence into usual care. Screening for falls is not consistently performed as an essential assessment in older adults by primary care providers. Multidisciplinary assessment can be an important component in preventing falls in community dwelling adults. In new practice models, such as the Chronic Care Model, there is an emphasis on interdisciplinary collaboration, however health professions students have little or no opportunity to practice together during their educational training. Students need innovative and comprehensive learning experiences in which they work collaboratively with other disciplines to solve healthcare problems in a growing geriatric population

An Interprofessional Geriatric Clinical Skills Fair

Objectives: 1. Discuss the need to expand geriatric and interprofessional education for health professionals. 2. Describe the effectiveness of an interprofessional clinical skills fair as a teaching model for geriatric and IPE competencies. 3. Describe one method for evaluating an Interprofessional Geriatric Clinical Skills Fair. 4. Discuss opportunities and challenges for implementation and evaluation of a new or expanded interprofessional geriatric clinical skills fair. Presentation: 25 minute