Successful conversion of simulation‐based interprofessional education in a pandemic

Romito, Laura M.; Pfeifle, Andrea; Weber, Zachary A.; Daulton, Brittany

doi:10.1002/jdd.12328

Cited by 3 publications

(1 citation statement)

References 2 publications

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“…Abrupt alert-level changes resulted in overnight cancellation of home visits and switching to phone or Zoom visits challenged students. Students found it difficult to undertake conversations with people using phone or Zoom communication tools (not unlike health professionals using telehealth 46 ). To support skills development, we developed resources for guidance and provided debriefing opportunities in the second workshop, when students present in their interprofessional groups.…”

Section: Keeping Involve Ipe Going During the Covid-19 Pandemicmentioning

confidence: 99%

Keeping it going: the importance of delivering interprofessional education during the COVID-19 pandemic

McKinlay

Banks

Coleman

et al. 2021

J. Prim. Health Care

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BACKGROUND AND CONTEXT: Globally, the coronavirus disease 2019 (COVID-19) pandemic has highlighted the need for better interprofessional collaboration and teamwork. When disciplines have worked together to undertake testing, deliver care and administer vaccines, progress against COVID-19 has been made. Yet, teamwork has often not happened, wasting precious resources and stretching health-care workforces. Continuing to train health professionals during the pandemic is challenging, particularly delivering interprofessional education that often uses face-to-face delivery methods to optimise interactional learning. Yet, continuing to offer interprofessional education throughout the pandemic is critical to ensure a collaboration-ready health workforce. One example is continuing the established INVOLVE (Interprofessional Visits to Learn Interprofessional Values through Patient Experience) interprofessional education initiative.ASSESSMENT OF PROBLEM: Educators have not always prioritised interprofessional education during the pandemic, despite its immediate and long-term benefits. The INVOLVE interprofessional education initiative, usually delivered face-to-face, was at risk of cancellation. RESULTS:A quality improvement analysis of the strategies used to continue INVOLVE demonstrated that it is possible to deliver interprofessional education within the constraints of a pandemic by using innovative online and hybrid educational strategies. Educators and students demonstrated flexibility in responding to the sudden changes in teaching and learning modalities. STRATEGIES:When pandemic alert levels change, interprofessional educators and administrators can now choose from a repertoire of teaching approaches. LESSONS:Four key lessons have improved the performance and resilience of INVOLVE: hold the vision to continue interprofessional education; be nimble; use technology appropriately; and there will be silver linings and unexpected benefits to the changes.

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Section: Keeping Involve Ipe Going During the Covid-19 Pandemicmentioning

confidence: 99%

Keeping it going: the importance of delivering interprofessional education during the COVID-19 pandemic

McKinlay

Banks

Coleman

et al. 2021

J. Prim. Health Care

View full text Add to dashboard Cite

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Assessment of a virtual disaster preparedness and response simulation compared to previous in-person iterations: successful translation of the Penndemic framework

Quinn,

Cole,

Bubel

et al. 2023

Journal of Interprofessional Care

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Interprofessional Education

McKinney

Halli-Tierney

Gold

et al. 2022

Advances in Medical Education, Research, and Ethics

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Interprofessional education (IPE) has emerged as a core educational method among human service and medical educational settings. Research suggests that learners who learn in IPE settings have better transdisciplinary communication skills and are better team members. Unfortunately, competing demands of multiple academic divisions can make facilitating IPE cumbersome. This chapter will describe the processes for developing, implementing, and evaluating an IPE experience drawn from de-identified patient records. The model includes information about incorporating learners from medicine, pharmacy, psychology, social work, and law, but could easily be expanded to include learners from other disciplines. The authors include descriptions of the process of implementing the unfolding case series in both face-to-face and live remote settings. This will include a sample case vignette, a pre-/post-survey, and learning objectives. Finally, the authors include opportunities for expansion and discussion of the challenges of implementing a curriculum targeted toward learners from diverse disciplines.

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Successful conversion of simulation‐based interprofessional education in a pandemic

Abstract: Since the online simulation was comparable, there was minimal change to the assessments and evaluation

Cited by 3 publications

References 2 publications

Keeping it going: the importance of delivering interprofessional education during the COVID-19 pandemic

Keeping it going: the importance of delivering interprofessional education during the COVID-19 pandemic

Assessment of a virtual disaster preparedness and response simulation compared to previous in-person iterations: successful translation of the Penndemic framework

Interprofessional Education

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