Geriatric Assessment in a Primary Care Environment: A Standardized Patient Case Activity for Interprofessional Students

Abstract

Introduction: Given the aging population and the benefits of comprehensive geriatric assessment to this subset of patients, an interprofessional education training approach may be advantageous for learners from a number of different health professions. Methods: Through intercollegiate collaborations involving seven different colleges, an interprofessional simulation using standardized patients was developed and instituted for learners in medicine, nursing, pharmacy, occupational therapy, physical therapy, dental hygiene, and dietitian programs. Herein, we describe the design of the simulation experience and examine its impact on students, as assessed primarily via written reflective comments provided via exit slips at the conclusion of the activity. Results: Of the 340 student participants, 83% submitted exit slips describing something gained from the interprofessional session that would not have occurred if students had completed the activity with only students from their own discipline. Three key themes were identified from these reflections: new understanding of roles and responsibilities of other disciplines, new knowledge or skills pertaining to geriatric assessments, and the value of teamwork. Discussion: Reflective comments from students regarding the interprofessional experience are evidence of this initiative's benefits, which include increasing knowledge of geriatric medical and allied health-provided care and attainment of interprofessional competencies.

Interprofessional learning in social and health care—Learning experiences from large‐group simulation in Finland

“…The participants of this large‐group simulation appreciated the interprofessional execution of the event, as well as the innovative way of making the simulation available for both students and professionals. Moreover, the participants were inspired by the possibility to learn from one another (Joyal, Katz, Harder, & Dean, 2015; Karpa et al., 2020) and the interaction between the different professions (Wietholter et al., 2017). Practicing interprofessional work enables students to apply learning contents and collaborate with different professions similarly as in working life (Johnston et al., 2017).…”

Interprofessional education between dentistry and pharmacy students: delivery, barriers and facilitating implementation

“…3,12,14,16,19,[23][24][25][26][27][28][29] Example case study topics used to help engage students from both disciplines include hospital-acquired infections, 23 oral cancer, 28 professional roles and values 14 and ethics. 25,30,31 The study by Wilhelm et al involved pharmacy and dentistry student teams analysing ethical decision-making processes via case studies and showed significant improvements in pre/post ethics knowledge quiz scores and student perception surveys were highly favourable towards the IPE case-based activity. 25 Other case-based team IPE activities have focused on improving collaborative attitudes during the early training of health professional students to generate positive attitudes and influence students' ability to become effective health care team members.…”

Interdisciplinary Education Apartment Simulation (IDEAS) Project: An Interdisciplinary Simulation for Transitional Home Care

“…Simulation activities have been shown to be an effective educational strategy for patient-centered health care education through active learning and reflective observations. 6 The low-stakes environment of simulation can create an active learning scenario with ample time for feedback and reflection for the student. 6 In the same vein, interprofessional education (IPE) facilitates learner education by improving interprofessional collaboration and respect for other health care disciplines.…”

“… 6 The low-stakes environment of simulation can create an active learning scenario with ample time for feedback and reflection for the student. 6 In the same vein, interprofessional education (IPE) facilitates learner education by improving interprofessional collaboration and respect for other health care disciplines. 7 It has been theorized that incorporation of IPE into the early stages of learner training may translate to improving interprofessional collaboration while in professional practice.…”