Use of Standardized Patients to Teach Medical Students about Living Organ Donation

Bramstedt, Katrina A.; Moolla, Ariff; Rehfield, Patricia L.

doi:10.7182/pit2012172

Cited by 18 publications

(12 citation statements)

References 9 publications

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“…Conventional educational interventions, namely lectures and presentations, appear to meet medical and nursing students' information needs but have little effect on their attitude towards organ donation 24,28. In contrast, unconventional experience from a US osteopathic school offering a module with the use of a standardized patient, an actor portraying a living donor candidate, as well as supplementary instructional materials (film, panel discussion, reading list) has been promising 23.…”

Section: Discussionmentioning

confidence: 99%

“…Despite the somewhat mixed findings, there seems to be consensus on the importance of early exposure in preparing the future role models for the general public. However, in most studies the type and extent of exposure has been an educational intervention targeting a single discipline, medicine 20,23,24 or nursing 28,31, rather than multiple health science disciplines 25,30.…”

Section: Introductionmentioning

confidence: 99%

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Organ Donation Knowledge and Attitudes among Health Science Students in Greece: Emerging Interprofessional Needs

Symvoulakis¹,

Rachiotis²,

Papagiannis³

et al. 2014

Int. J. Med. Sci.

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Background: The impact of presumed consent on donation rates has been widely debated. In June 2013 Greece adopted a 'soft' presumed consent law for organ and tissue donation, where relatives' approval is sought prior to organ removal.Aims: To report on the knowledge, attitudes and concerns of undergraduate students, enrolled in three health science disciplines, in regards to organ donation and presumed consent.Methods: Undergraduate junior and senior health science students [medical (MS), nursing (NS) and medical laboratory students (MLS)] were recruited from higher education settings in Thessaly, Greece. Dichotomous questions, previously used, were adopted to assess knowledge, attitudes and concerns towards organ donation, together with questions regarding the recent presumed consent legislation.Results: Three hundred seventy-one out of 510 students participated in the study (response rate: 72.7%). Only 3.6% of NS, 8.7% of MS and 3.2% of MLS carried a donor card. Although over 78% in all groups knew that it was possible to leave kidneys for transplant after death, only 10% to 39% considered themselves well-informed. NS were more likely to consider opting-out (21.5%), followed by MLS (17.9%) and MS (10.9%). Respondents were more likely to refuse organ removal upon death when expressing one of the following views: a) opposing a system making it lawful to take kidneys from an adult who has just died, unless forbidden while alive [Odds ratio (OR) 95% Confidence Interval (CI): 2.96 (1.48-5.93), p=0.002], b) worrying about their kidneys being removed after death [OR, 95% CI: 3.37 (1.75-6.49), p=<0.001] and c) believing that an intact body was needed after death [OR, 95% CI: 4.23 (2.15-8.31), p<0.001].Conclusion: Health science students, soon to become healthcare professionals, demonstrated limited awareness in regards to the newly reformed organ donation system. Identified knowledge deficits and concerns could have far-reaching implications in terms of conveying a clear message and shaping the public's stand. The feasibility and effectiveness of a joint inter-professional curriculum on organ and tissue donation issues across all three health science disciplines, addressing common themes and concerns deserves further study.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Organ Donation Knowledge and Attitudes among Health Science Students in Greece: Emerging Interprofessional Needs

Symvoulakis¹,

Rachiotis²,

Papagiannis³

et al. 2014

Int. J. Med. Sci.

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“…A high proportion of skill-related training increased the satisfaction level of the participants. In a few studies that evaluated the effectiveness of standardized patient and standardized family encounters, the simulation method was proven to be effective [16,18]. However, standardized family encounters were used for in-service training of general practitioners, specialists, medical students, and intensive care staff [12e16].…”

Section: Discussionmentioning

confidence: 99%

Simulated Donor Family Encounters at Organ Transplantation Coordinators In-Service Training Course: Process and Impact Evaluation

Karabilgin¹,

Altug²,

Çalişkan³

et al. 2015

Transplantation Proceedings

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“…Literature shows a variety of interactive learning methods at varying levels of education in IPE, and among various health science disciplines. Proven methods utilized in the delivery of IPE experiences include action-based learning; observation-based, simulation-based, practice-based learning; standardized patient learning; and servicelearning (The UK Centre for the Advancement of Interprofessional Education, 2002;Bramstedt, Moolla, & Rehfield, 2012;Buff et al, 2015;Cooper, MacMillan, Beck, & Paterson 2009;Grant et al, 2011;Olenick et al, 2010;Zraick et al, 2014).…”

Section: Implications For Interprofessional Practicementioning

confidence: 99%

Exploring Student-Led Interprofessional Education Through a Community Service Project

Doerschuk

Jones

Wetmore

et al. 2019

Health, Interprofessional Practice and Education

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PURPOSE The purpose of this research was to explore the effectiveness of a student-led interprofessional education (IPE) workshop in improving student attitudes and perceptions toward IPE. Students from four health science programs-Dental Hygiene, Communication Sciences and Disorders/Speech and Hearing, Health Services Administration, and Occupational Therapy-participated in a community service event. Students provided screenings to veteran patients, including a health history intake, hearing test, and sleep screening, while other students observed.METHODS Students were asked to attend an orientation, a Vets Day IPE workshop, and a debrief session. This mixed-methods approach study utilized the Readiness for Interprofessional Learning Scale (RIPLS) to assess students' attitudes and perceptions toward IPE. The RIPLS (Likert scale) was used as a pre-and posttest to assess changes in students' scores. The pretest was administered prior to the IPE workshop, and the posttest was administered following the workshop. Qualitative data was derived from a debrief session where students answered guided questions regarding their experience through group discussion. RESULTSResults indicated a statistically significant difference (p<.05) in participants' attitudes and perceptions toward IPE using the RIPLS. Statistical significance was found within each RIPLS subscale, where participants showed a positive change in their readiness for interprofessional learning. Qualitative data revealed positive feedback about the workshop and enhanced knowledge about different professions.CONCLUSION The results of this study show that a student-led approach to IPE through a community service project is beneficial in improving student attitudes and perceptions of IPE.

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Use of Standardized Patients to Teach Medical Students about Living Organ Donation

Cited by 18 publications

References 9 publications

Organ Donation Knowledge and Attitudes among Health Science Students in Greece: Emerging Interprofessional Needs

Organ Donation Knowledge and Attitudes among Health Science Students in Greece: Emerging Interprofessional Needs

Simulated Donor Family Encounters at Organ Transplantation Coordinators In-Service Training Course: Process and Impact Evaluation

Exploring Student-Led Interprofessional Education Through a Community Service Project

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