Improving Health Professions Students’ Understanding of Interprofessional Roles Through Participation in a Patient Stabilization Simulation

Brennan, Lisa; McBride, Allison; Akinola, Modupeola; Ogle, Samantha; Goforth, Jon; Harding, D.; Stanbery, Kimberly; Correa, Paula; Milner, Amy; Strowd, Roy

doi:10.5688/ajpe848116

Cited by 15 publications

(9 citation statements)

References 14 publications

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“…We used a traditional pretest-posttest (TPP) design rather than a retrospective pretest-posttest (RPP) design so that student attitudes about IPE could be directly compared among student groups prior to their participation in the first IPE activity. Other studies have used the TPP design with SPICE-R2 for a similar purpose (Brennan et al, 2021). The TPP design is limited by the potential for response shift bias due to lack of self-awareness or understanding of constructs at pretest, socially desired responding, and retest effects (Little et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Changes in Student Attitudes toward Interprofessional Education after Online and In-Person Introductory Learning Activities

Gross¹,

Phanudulkitti²,

Bavireddy³

et al. 2022

Health, Interprofessional Practice and Education

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INTRODUCTIONAlthough introductory interprofessional education (IPE) experiences offered in a variety of formats can be beneficial to students, there is little research evaluating students' attitudes throughout a sequence of introductory IPE activities. Further, the impact of academic level, gender and race on student attitudes about IPE is not known, particularly when students from a diverse range of health profession programs participate together in introductory IPE experiences.METHODS A sequenced, two-part introductory IPE experience comprising a 90 minute online module followed by a 2-hour faceto-face event was delivered to health science students on three campuses at a large Midwestern university. Student attitudes about IPE based on SPICE-R2 scores were compared before and after the online module and after the in-person event. Paired t-tests were used to determine differences between time points, and linear regression was used to estimate the effects of academic level, gender and race. RESULTSThe online course had a significant, positive impact on all students' attitudes about IPE with the greatest changes for the Roles subdomain. Improvements in student attitudes about IPE following the online course were retained after the in-person event. Student responses differed between academic levels and genders, but not race. CONCLUSIONThe initial, online component of the sequenced introductory IPE experience was more impactful on student attitudes about IPE than the subsequent in-person component. Student responses differed between academic levels and genders, suggesting that these factors should be considered when designing introductory IPE experiences for a broad range of participants.

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Section: Discussionmentioning

confidence: 99%

Changes in Student Attitudes toward Interprofessional Education after Online and In-Person Introductory Learning Activities

Gross¹,

Phanudulkitti²,

Bavireddy³

et al. 2022

Health, Interprofessional Practice and Education

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“…7,9 An assortment of assessment tools and research methodologies have been used to measure IPE learning outcomes. [10][11][12][13][14][15][16][17] In 2017, Schrader et al completed a systematic review of quantitative assessment tools published in the literature and their overall usefulness in pharmacy education; however, qualitative and/or mixed method assessments were not reviewed. 10 The reviewed assessment tools were mapped to the expanded Kirkpatrick outcomes model, which is a commonly described model in healthcare education literature for categorizing levels of learning.…”

Section: Introductionmentioning

confidence: 99%

“…10 Assessments of IPE using quantitative tools, within both pharmacy and student prescriber literature, have generally included either direct observation of student performance and/or student self-assessment. [10][11][12][13][14][15][16] The IOM Committee on Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes has recommended the use of assessments that employ mixed methods to gain a more robust understanding of the way learning occurs in IPE. 5 McLaughlin, et al previously discussed the potential value of using mixed method studies in pharmacy education, including experiential education.…”

Section: Introductionmentioning

confidence: 99%

Impact of an Emergency Department Simulation on Pharmacy Students’ Interprofessional Team Skills and Attitudes

et al. 2022

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Objective: To evaluate the impact of an emergency department simulation on pharmacy students’ interprofessional team skills and attitudes as measured by a novel mixed methods approach. Methods: A simulated emergency department encounter was executed by interprofessional teams consisting of pharmacy and medical students. Two rounds of the same encounter were separated by a short debriefing session facilitated by pharmacy and medical faculty. A full, comprehensive debriefing session occurred after conclusion of the second round. Pharmacy faculty evaluated pharmacy students using a competency-based checklist after each round of the simulation. Pharmacy students completed a baseline self-assessment of their interprofessional skills and attitudes pre-simulation, and again post-simulation. Results: Pharmacy students demonstrated significant improvement in providing clear and concise verbal interprofessional communication and using shared decision making to develop a collaborative plan of care, based upon student self-assessment and faculty observational ratings. Student self-assessments also showed significant perceived growth in contributing to the team’s plan of care, and demonstrating active listening skills within the interprofessional team. Through qualitative analysis, pharmacy students noted perceived self-improvement in a variety of team-based skills and attitudes including confidence, critical thinking, role identification, communication, and self-awareness. Conclusion: This simulation provided a learning opportunity for pharmacy students to improve their skills related to teamwork and interprofessional collaboration. Based upon a novel a mixed methods assessment, both student self-assessment and faculty observational ratings were associated with significant growth in interprofessional skills and attitudes. This simulation provides a template experience for colleges/schools to meet, at least in part, ACPE Standards related to interprofessional education in collaboration with medical students.

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“…22,23 Interprofessional education has been shown to benefit health care students in improving communication and teamwork skills and for achieving a greater understanding of the roles and responsibilities of the other members of the team. [25][26][27] Use of Sim-IPE has been found to be effective in increasing student readiness for future interprofessional collaboration. 28 It is important for future health care providers to understand the importance of an interprofessional approach to critical care and EM for patient safety and improved outcomes.…”

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confidence: 99%

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Improving Health Professions Students’ Understanding of Interprofessional Roles Through Participation in a Patient Stabilization Simulation

Cited by 15 publications

References 14 publications

Changes in Student Attitudes toward Interprofessional Education after Online and In-Person Introductory Learning Activities

Changes in Student Attitudes toward Interprofessional Education after Online and In-Person Introductory Learning Activities

Impact of an Emergency Department Simulation on Pharmacy Students’ Interprofessional Team Skills and Attitudes

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