A Simulation-Based Workshop to Improve Residents' Collaborative Clinical Practice

Abstract

Background The Accreditation Council for Graduate Medical Education expects residents to attain competency in systems-based practice by advocating for quality patient care, working in interprofessional teams, and implementing system solutions to prevent errors. Diabetes in pregnancy was identified as an area for improvement through comprehensive interdisciplinary and interprofessional care.Objective An interdisciplinary and interprofessional workshop was created by 3 regional academic institutions to improve collaborative practice, clinical knowledge, and clinical judgment of residents.Methods A workshop consisting of 4 clinical simulation stations for ultrasound assessment, glycemic control, hyperglycemic emergencies, and macrosomia complications was designed to address gaps in quality of care. Workshop participants were residents from 6 programs and students in nursing, pharmacy, and sonography. Attitude and clinical knowledge were measured preworkshop and postworkshop, and at 3-month and 6-to 7-month follow-up.Results There were increases in average clinical knowledge scores across time points from residents: 56.4% preworkshop, 64.8% postworkshop, 66.0% at 3-month follow-up, and 68.1% at 6-to 7-month follow-up. Additionally, participants reported positive attitudes toward interprofessional education and indicated high overall satisfaction.Conclusions Residents demonstrated improved knowledge and attitudes toward interprofessional training after participating in a large-scale simulation workshop focused on the care of patients with diabetes in pregnancy.

The Use of Simulation Based Learning: With Bachelor of Science Pharmaceutical Science and PharmD Students

“…5 Furthermore, recent publications suggest that purposeful educational opportunities between various healthcare fields may foster improved knowledge and attitudes among learners. 6-8…”

Statistical Methods Useful in Clinical Simulation and Medical Education Scholarship

“…Educators in clinical simulation may measure an outcome at several points in time and therefore should be familiar with techniques to analyze correlated response data. 10 In our hypothetical scenario, the educators will measure clinical knowledge at four points in time: immediately before and after the workshop, and three months and six months after the workshop. The majority of statistical tests and methods that are familiar to non-statisticians assume independence.…”

Implementation of an interprofessional education session for postgraduate trainees

“…At the resident level, prior studies have focused on evaluating utilization of The Interprofessional Education Collaborative (IPEC) competencies, confidence in working as part of an interprofessional team, and attitudes related to interprofessional education based on both targeted interactions and longitudinal activities. 9,11,12 While these studies have worked to evaluate ways to improve collaboration among professions, there remains a need for better understanding of resident perspectives on such initiatives and guidance for how to develop and implement impactful IPE activities for postgraduate trainees. Survey data published in 2018 reported that over 60% of graduate medical education program directors (who responded to the survey) use IPE in their program.…”

“…Though much of the research focused on IPE has been in student learners, residency training represents a prime opportunity to both gain and readily apply skills and behaviors learned through IPE sessions. At the resident level, prior studies have focused on evaluating utilization of The Interprofessional Education Collaborative (IPEC) competencies, confidence in working as part of an interprofessional team, and attitudes related to interprofessional education based on both targeted interactions and longitudinal activities 9,11,12 …”