Simulating Interprofessional Geriatric Patient Care Using Telehealth: A Team-Based Learning Activity

Shortridge, Ann; Steinheider, Brigitte; Ciro, Carrie; Randall, Ken; Costner-Lark, Amy; Loving, Gary

doi:10.15766/mep_2374-8265.10415

Cited by 19 publications

(34 citation statements)

References 11 publications

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“…Telehealth can serve as a tool to allow nurse practitioners and their patients to gain access to other professions at a distance as well as serving as an equalizer related to professional roles. Educational programs have been developed using didactic lectures and standardized patient experiences as well as intraprofessional projects to successfully teach interprofessional and intraprofessional collaboration using telehealth 41,42. These telehealth programs demonstrate effective collaboration in circumstances that would otherwise not be possible.…”

Section: Topicsmentioning

confidence: 99%

Telehealth and eHealth in nurse practitioner training: current perspectives

Rutledge¹,

Kott²,

Schweickert³

et al. 2017

AMEP

166

204

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Telehealth is becoming a vital process for providing access to cost-effective quality care to patients at a distance. As such, it is important for nurse practitioners, often the primary providers for rural and disadvantaged populations, to develop the knowledge, skills, and attitudes needed to utilize telehealth technologies in practice. In reviewing the literature, very little information was found on programs that addressed nurse practitioner training in telehealth. This article provides an overview of both the topics and the techniques that have been utilized for training nurse practitioners and nurse practitioner students in the delivery of care utilizing telehealth. Specifically, this article focuses on topics including 1) defining telehealth, 2) telehealth etiquette, 3) interprofessional collaboration, 4) regulations, 5) reimbursement, 6) security/Health Insurance Portability and Accountability Act (HIPAA), 7) ethical practice in telehealth, and 8) satisfaction of patients and providers. A multimodal approach based on a review of the literature is presented for providing the training: 1) didactics, 2) simulations including standardized patient encounters, 3) practice immersions, and 4) telehealth projects. Studies found that training using the multimodal approach allowed the students to develop comfort, knowledge, and skills needed to embrace the utilization of telehealth in health care.

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Section: Topicsmentioning

confidence: 99%

Telehealth and eHealth in nurse practitioner training: current perspectives

Rutledge¹,

Kott²,

Schweickert³

et al. 2017

AMEP

166

204

View full text Add to dashboard Cite

show abstract

“…[6][7][8][9] Some also provided modalities of learning about the interprofessional team that could be applied in settings with fewer interprofessional resources, via, for example, ebook 8 or remote collaboration. 10 Many of these educational exercises take advantage of access to students in multidisciplinary training programs, creating an interdisciplinary learning environment. However, not all universities with medical schools, like ours, have schools for other health care professions from which to draw students readily for such collaborative exercises.…”

Section: Unsurprisingly the Liaison Committee On Medical Education'smentioning

confidence: 99%

Interprofessional Education Without Limits: A Video-Based Workshop

et al. 2021

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Introduction: Interprofessional collaboration improves patient outcomes. Many institutions lack access to learners from other health care professions, limiting the feasibility of many published interprofessional curricula. We created a video-based workshop to fill the need for an introductory interactive interprofessional activity for third-year medical students (MS 3) in their internal medicine clerkship, in which other health care students and standardized patients were not readily accessible. Methods: This session introduced medical students to the interprofessional model of care through a video workshop. Learners engaged in reflective observation as a video presented a physician interviewing a patient. The training and roles of interprofessional providers were discussed with the aid of video demonstrations. Learners completed postworkshop and postmedicine clerkship surveys with responses indicated using a Likert scale (1 = strongly disagree, 5 = strongly agree). Results: Sixty-seven MS 3s participated in this workshop; postworkshop survey response rate was 82%. Of students who responded to the surveys, 87% agreed that the video increased their understanding of when it would be beneficial to consult interprofessional team members. Students' confidence in interacting with interprofessional team members improved from a mean of 3.0 before the workshop to 3.7 after the workshop. At the end of the medicine clerkship, 71% indicated that the video improved their ability to work with interprofessional team members at least moderately. Discussion: This video-based workshop improved students' self-rated understanding of interprofessional team members' roles and increased their confidence interacting with other members of the interprofessional health care team.

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“…Simulation is a widely used model of medical training, allowing incorporation of practical, hands-on skills training outside of the classroom. 3 Shortridge et al 4 discussed the need for rural telemedicine in Oklahoma, which echoes the need throughout the US. 5 We have implemented a telemedicine simulation curriculum in our family medicine core clinical experience (clerkship) as a mechanism to train future providers to practice in rural or remote locations where patients may not be able to reach a health care facility.…”

Section: Introductionmentioning

confidence: 99%

Insomnia Telemedicine OSCE (TeleOSCE): A Simulated Standardized Patient Video-Visit Case for Clerkship Students

et al. 2019

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Introduction: Telemedicine is a growing practice with minimal training in US medical schools. Telemedicine OSCE (TeleOSCE) simulations allow students to practice this type of patient interaction in a standardized way. Methods: The Insomnia-Rural TeleOSCE was implemented as part of a required clinical clerkship for students in their second, third, or fourth year of medical school. This case addressed a patient with depression in a medically underserved area. Students performed it as a formative experience and received immediate feedback. They then completed a survey to evaluate the experience. Results: Students (n = 287) rated the quality of the experience 7.59 out of 10. Comments showed that 61 learners thought the TeleOSCE was a positive experience, 35 wanted more teaching about telemedicine, 28 improved their understanding of barriers to care, 25 expressed concern over minimal other training, 23 found the TeleOSCE important and challenging, 16 appreciated the differences between in-person and remote visits, and 15 wanted fewer distractions. Eight students worried about how they would be judged, five learned from the technical limitations, five requested more time, five were skeptical of the utility, and five saw telemedicine as triage. Discussion: The TeleOSCE allows learners to gain exposure to telemedicine in a safe simulated teaching environment and assesses learner competencies. The TeleOSCE also improves students' understanding of barriers to care and the utility of telemedicine. It logistically allows faculty to directly assess distance students on their clinical reasoning and patient communication skills.

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Simulating Interprofessional Geriatric Patient Care Using Telehealth: A Team-Based Learning Activity

Cited by 19 publications

References 11 publications

Telehealth and eHealth in nurse practitioner training: current perspectives

Telehealth and eHealth in nurse practitioner training: current perspectives

Interprofessional Education Without Limits: A Video-Based Workshop

Insomnia Telemedicine OSCE (TeleOSCE): A Simulated Standardized Patient Video-Visit Case for Clerkship Students

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