Interprofessional Learning – Development and Implementation of Joint Medical Emergency Team Trainings for Medical and Nursing Students at Universitätsmedizin Greifswald

Partecke, Maud; Balzer, Claudius; Finkenzeller, Ingmar; Reppenhagen, Christiane; Heß, Ulrike; Hahnenkamp, Klaus; Meissner, Konrad

doi:10.3205/zma001031

Cited by 12 publications

(9 citation statements)

References 7 publications

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“…The dearth of longitudinal simulation IPE activities in our study is consistent with what others have observed [ 36 ]. Longitudinal IPE activities with longitudinal follow-up of outcomes have shown improved interprofessional skills, communication, performance, and behaviors [ 39 , 40 , 47 , 48 ]. More longitudinal IPE activities are needed in addition to longitudinal assessment to identify whether outcomes are long-term and if they ultimately lead to improved patient outcomes [ 36 , 38 , 47 , 48 ].…”

Section: Discussionmentioning

confidence: 99%

“…Longitudinal IPE activities with longitudinal follow-up of outcomes have shown improved interprofessional skills, communication, performance, and behaviors [ 39 , 40 , 47 , 48 ]. More longitudinal IPE activities are needed in addition to longitudinal assessment to identify whether outcomes are long-term and if they ultimately lead to improved patient outcomes [ 36 , 38 , 47 , 48 ]. Also congruent with our results were the difficulties and barriers to simulation IPE activities identified by authors, such as scheduling, mismatches of students at various levels of training, and lack of funding, faculty, staff and administrative support [ 36 ].…”

Section: Discussionmentioning

confidence: 99%

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Interprofessional communication in medical simulation: findings from a scoping review and implications for academic medicine

et al. 2022

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Background Interprofessional communication is fundamental to the delivery of healthcare and can be taught in medical school and other health professional schools through interprofessional education (IPE) activities. Simulation centers have become a predominant location for simulation IPE activities with infrastructure able to support high fidelity activities in a controlled environment. In this secondary analysis of a scoping review conducted on simulation-based IPE, we describe the characteristics of previously reported simulation IPE activities involving undergraduate medical students in a simulation center focused on interprofessional communication. Methods Electronic searches of PubMed, CINAHL, and ERIC databases in accordance with PRISMA-ScR guidelines were conducted to isolate relevant articles from 2016–2020. In total, 165 peer-reviewed articles met inclusion criteria and data extraction linked to four research questions was applied by one individual and the accuracy was confirmed by a second individual. A secondary analysis was performed to describe what existing approaches for simulation IPE in simulation center settings have been used to explicitly achieve interprofessional communication competencies in undergraduate medical education. A sub-dataset was developed from the original scoping review and identified 21 studies describing simulation IPE activities that took place in dedicated simulation centers, targeted the IPEC interprofessional communication domain, and involved undergraduate medical students. Results Though diverse, the majority of simulation IPE activities described high-fidelity approaches involving standardized patients and utilized assessment tools with established validity evidence in IPE activities to measure learning outcomes. A minority of simulation IPE activities were described as hybrid and utilized more than one resource or equipment for the activity and only two were longitudinal in nature. Learning outcomes were focused predominantly on modification of attitudes/perceptions and few targeted higher levels of assessment. Conclusions Educators charged with developing simulation IPE activities for medical students focused on interprofessional communication should incorporate assessment tools that have validity evidence from similar activities, target higher level learning outcomes, and leverage hybrid models to develop longitudinal simulation IPE activities. Though an ideal environment to achieve higher level learning outcomes, simulation centers are not required for meaningful simulation IPE activities.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Interprofessional communication in medical simulation: findings from a scoping review and implications for academic medicine

et al. 2022

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“…IPE allows for face-to-face learning in an environment that is convenient for both teacher and student and results in better teamwork in the ED. 12 …”

Section: Discussionmentioning

confidence: 99%

“…Interprofessional education can be taught in various formats that include interprofessional simulations, reading clubs, and case discussions. 12 …”

Section: Discussionmentioning

confidence: 99%

“…IPE allows for face-to-face learning in an environment that is convenient for both teacher and student and results in better teamwork in the ED. 12 We utilized the cases to simulate real clinical scenarios, which appeared to be an effective strategy. Interprofessional education can be taught in various formats that include interprofessional simulations, reading clubs, and case discussions.…”

Section: Discussionmentioning

confidence: 99%

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Interprofessional On-floor Education on Oxygen Therapy in COVID-19 Patients, Cardiac Arrest, and Procedural Sedation: Perception of Health-care Workers in Emergency Setting

Farooq¹,

Ahmad²,

Hanjra³

et al. 2022

OAEM

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Objective There is paucity of evidence for interprofessional education (IPE) conducted within the working environment of emergency departments (EDs). This study demonstrates favorable perception of on-floor IPE sessions conducted in a busy emergency department. Materials and Methods Between January and December 2020, IPE was conducted in EDs using low fidelity manikins and involved nurses, doctors, respiratory therapists, and medical students already present on floor. The three key areas were, taught cardiac arrest, escalating oxygen therapy for COVID-19 patients, and procedural sedation. Each session lasted 30 min, and feedback was obtained immediately after the session in both transcribed and written forms through scannable survey monkey links. Results Forty-seven sessions were conducted covering the three topics for 141 participants. The majority of the participants benefited from on-floor IPE and preferred this approach in the future. Both participant and faculty recommended to have some protected time to maximize the learnings. Conclusion IPE in the clinical environment is feasible, with careful planning it can enhance collaborative learning in the ED.

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„Terror awareness“ bei Humanmedizinstudierenden im 5. Jahr des Mannheimer Reformierten Curriculums Medizin plus

Suda

Höppchen

2020

Unfallchirurg

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Zusammenfassung Hintergrund Die Behandlung von Schuss- und Explosionsverletzungen, wie sie nach Terroranschlägen auftreten, wird aktuell an den medizinischen Fakultäten kaum gelehrt. Durch die Anschläge in Deutschland und Europa gewinnt dies jedoch zunehmend an Bedeutung. Ziel der Untersuchung war es, das Wissen um den Umgang mit sowie die Behandlung von Patienten in Terrorlagen von Studierenden der Humanmedizin im 5. Studienjahr im Mannheimer Reformierten Curriculum der Medizin (MaReCuM plus) vor und nach einem spezifischen Seminar zu evaluieren. Methodik Den Studierenden wurde vor dem Seminar ein Fragebogen mit 6 Fragen zu Vorwissen zum Thema Terror awareness ausgehändigt. Die Teilnahme war freiwillig. Nach dem Seminar wurde ein weiterer, nahezu identischer Fragebogen mit 6 Fragen ausgehändigt und von den Studierenden ausgefüllt. Ergebnisse Insgesamt 97 Studierende nahmen an der Untersuchung teil, davon 53 Frauen. Das mittlere Alter lag bei 25,4 Jahren (SD ± 2,75). Die Studierenden wollten nach der Vorlesung statistisch signifikant das Thema vertiefend bearbeiten und sind der Meinung, dass sich Krankenhäuser auf die Behandlung von Terroropfern vorbereiten müssen. Schlussfolgerung Durch das Seminar „Einsatzmedizin“, welches im MaReCuM plus im 5. Studienjahr abgehalten wird, konnte das Interesse am Thema signifikant gesteigert werden. Erstmals konnte gezeigt werden, dass Terror und entsprechende Verletzungsmuster für Studierende der Humanmedizin von Interesse sind. Eine Berücksichtigung dieses Themenkomplexes in den Studiengängen wäre damit gerechtfertigt.

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Interprofessional Learning – Development and Implementation of Joint Medical Emergency Team Trainings for Medical and Nursing Students at Universitätsmedizin Greifswald

Cited by 12 publications

References 7 publications

Interprofessional communication in medical simulation: findings from a scoping review and implications for academic medicine

Interprofessional communication in medical simulation: findings from a scoping review and implications for academic medicine

Interprofessional On-floor Education on Oxygen Therapy in COVID-19 Patients, Cardiac Arrest, and Procedural Sedation: Perception of Health-care Workers in Emergency Setting

„Terror awareness“ bei Humanmedizinstudierenden im 5. Jahr des Mannheimer Reformierten Curriculums Medizin plus

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