Interprofessional Standardized Patient Exercise (ISPE): The Case of “Paul Harris”

Staves, Jennifer; Hossaini, Mehran; Kroon, Lisa; Lindsay, Caroline; O’Brien, Bridget; Newlin, Barbara; Topp, Kimberly; Wamsley, Maria

doi:10.15766/mep_2374-8265.9011

Cited by 5 publications

(3 citation statements)

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“…We created the case of "Paul Harris," an SP with atrial fibrillation, hypertension, hyperlipidemia, low back pain and periodontal disease who is seen in clinic after hospitalization for a transient ischemic attack (Staves et al, 2011).…”

Section: Methodsmentioning

confidence: 99%

The impact of an interprofessional standardized patient exercise on attitudes toward working in interprofessional teams

Wamsley

Staves

Kroon

et al. 2012

Journal of Interprofessional Care

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Effective interprofessional education engages participants in authentic tasks, settings and roles. Using these guiding principles, an interprofessional standardized patient exercise (ISPE) was developed and implemented for 101 dental, medical, nurse practitioner, pharmacy and physical therapy students. This study describes the ISPE and evaluates its impact on students' attitudes toward working in interprofessional teams. The attitudes toward health care teams (ATHCT) survey was administered pre- and post-ISPE and to a sample of non-participating students. Faculty and students were surveyed post-ISPE about outcomes and satisfaction. Focus groups were conducted with students from each profession. Students' attitudes toward team-based care improved significantly on the team value and team efficiency subscales of the ATHCT. There were significant differences in attitudes toward team-based care by profession. Faculty and student satisfaction with the ISPE was high. These findings contribute to the growing body of literature on efforts to generate positive attitudes toward interprofessional collaboration early in training, which may influence students' ability to be effective members of healthcare teams.

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Section: Methodsmentioning

confidence: 99%

The impact of an interprofessional standardized patient exercise on attitudes toward working in interprofessional teams

Wamsley

Staves

Kroon

et al. 2012

Journal of Interprofessional Care

Self Cite

View full text Add to dashboard Cite

show abstract

“…Two patient cases have been used regularly for the activity: Paul Harris (2009–2012) and Elsie Smith (2012–2016). 3,4 These complex patient cases required interprofessional teams of students to collaborate on creating care plans that addressed diverse medical and social needs. The exercises are consistently highly rated by learners.…”

Section: Introductionmentioning

confidence: 99%

“…Although there exist several ISPEs in MedEdPORTA L 3–6,11–13 this is the first ISPE with a focus on integrative health. Utilizing an ISPE aligns with the principles of integrative health by requiring interprofessional collaboration to address the multifaceted needs of patients.…”

Section: Introductionmentioning

confidence: 99%

Integrative Health: An Interprofessional Standardized Patient Case for Prelicensure Learners

et al. 2018

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IntroductionIntegrative health care and complementary medicine are widely used by the U.S. population, yet health professions learners are typically inadequately educated to counsel patients on the use of these approaches. This interprofessional standardized patient exercise (ISPE) provides learners the opportunity to discuss various health care professionals' roles in caring for a patient interested in integrative health strategies, and to collaborate on a care plan. Utilizing this ISPE format aligns with the principles of integrative health as it requires interprofessional collaboration to address the multifaceted needs of patients.MethodsThe ISPE is approximately three hours in duration, and required of all UCSF, third-year dentistry, physical therapy, and medical students; second-year nurse practitioner students, and fourth-year pharmacy students. Social work, nutrition, and chaplain trainees also participated. Working in interprofessional teams of 4–5 learners, team members discuss case information, interview the standardized patient (SP) individually, jointly formulate a care plan, and, discuss the plan with the SP. The experience is debriefed with a facilitator.ResultsIn 2016–17, 520 learners participated in the ISPE. They agreed that they learned about the roles of other health care professionals (M = 5.24 on a six-point scale, SD = 1.27), and that they would recommend the ISPE to fellow students in their profession (M = 5.25, SD = 1.30).DiscussionStudents appreciated the ability to observe learners from other health professions interacting with the SP, and how different perspectives and expertise were integrated to create a comprehensive care plan. The exercise can be adapted to accommodate local health professions learners.

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Using Standardized Patients to Teach Interprofessional Competencies to Dental Students

Anders

Scherer

Hatton

et al. 2016

Journal of Dental Education

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The aims of this study were to develop, implement, and evaluate a novel interprofessional standardized patient exercise (ISPE) with oral-systemic and interprofessional collaborative practice (IPCP) components. Dental students and doctor of nursing practice (DNP) students at one U.S. university participated in the simulation, which was primarily designed to test their teamwork skills. In spring 2014, DNP students worked in the dental clinics with dental students under the supervision of nursing and dental faculty members. To test the teamwork outcomes for both groups of students, a standardized patient (SP) scenario was designed to include multiple chronic medical diagnoses and an oral-systemic component. The exercise was ilmed for later review. Outcomes measures included SP and student self-evaluations and faculty evaluation of student documentation. The primary outcome of interest from a dental standpoint was faculty evaluation of IPCP competencies derived from the Core Competencies of Interprofessional Collaborative Practice and were deemed to be observable by faculty when viewing the videotaped scenario. Eight teams of students participated with an SP trained in the scenario. Each team consisted of a DNP student, a fourth-year dental student, and a second-year dental student. All eligible students in the DNP class (n=20) and eight students from each dental class (approximately 110 each) participated. The results showed that the teams scored highest on the role/responsibilities subscale, indicating students were respectful of each other's roles and expertise and effectively engaged each other to develop strategies to meet the patient's needs. Scores on the three other subscales (values/ethics, interprofessional communication, and teams/teamwork) were also high. These indings appeared to support IPCP as a method to foster knowledge and respect for other roles and responsibilities, improve appreciation of teamwork, and encourage better communication among health care providers. The ISPE scenario provided an effective way to evaluate IPCP competencies.

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Interprofessional Standardized Patient Exercise (ISPE): The Case of “Paul Harris”

Cited by 5 publications

References 0 publications

The impact of an interprofessional standardized patient exercise on attitudes toward working in interprofessional teams

The impact of an interprofessional standardized patient exercise on attitudes toward working in interprofessional teams

Integrative Health: An Interprofessional Standardized Patient Case for Prelicensure Learners

Using Standardized Patients to Teach Interprofessional Competencies to Dental Students

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