Using simulation-based learning to provide interprofessional education in diabetes to nutrition and dietetics and exercise physiology students through telehealth

Abstract

BackgroundCurrent workforce demands require new graduates to competently work within health care teams and often in remote settings. To better prepare students for this work, universities have spent much time developing interprofessional education (IPE) activities. The body of literature supporting IPE of allied health students is growing. Simulation-based learning with simulated patients is one platform through which IPE can be implemented in a dedicated, supported environment and potentially at scale. This study describes an interprofessional simulation-based learning experience with nutrition and dietetics and exercise physiology students. The common practice area of interacting with patients who have type 2 diabetes was targeted, and the simulation was delivered in partnership with simulated patients via a telehealth platform to allow interprofessional teams to work collaboratively in remote locations.MethodsTen nutrition and dietetics and 13 exercise physiology students participated in a simulation module in which students observed and collaborated in the development and delivery of an interprofessional treatment plan for patients with diabetes. Learning outcomes were measured according to the first two levels of Kirkpatrick’s (1994) model for training evaluation (i.e. reaction and learning), as well as the perceived impact on behaviour.ResultsThe students’ confidence in communication, assessment, management and ability to work with another health professional significantly increased (p < 0.05) post-activity. Students perceived that the simulation-based learning would have a positive impact on their clinical skills and ability to work with other health professionals. Students reported that the most effective aspects of the simulation module were learning from and about each other, the opportunity for experiential learning and the supportive learning environment. However, the telehealth platform audio clarity and delay had negative impact on the learning experiences for students.ConclusionThe overall positive results demonstrate the potential of simulation-based learning activities for preparing allied health students for working in interprofessional teams. Although remote access was possible, the telehealth platform was identified as a limiting factor to this simulation-based learning experience. However, videoconferencing technology has advanced considerably since this study. Hence, there is an opportunity to employ more reliable technology for future simulations.

‘It benefits patient care’: The value of practice-based IPE in healthcare curriculums

“…For example, positive interprofessional outcomes were reported by dietetic and exercise physiology students delivering a joint diabetes treatment programme to a simulated patient via telehealth [70]. At a time where physical distancing and telehealth are becoming common features of healthcare delivery, this type of model could be adapted for use with real patients.…”

Pharmacy student perception of a remote hypertension and drug information simulation‐based learning experience in response to the SARS‐CoV‐2 pandemic

“…As such, there is a growing interest in educating pharmacy students through SBL activities with the use of remote technology. In an interprofessional education exercise involving nutrition and dietetics students, perceived confidence in communication, assessment, management, and ability to work collaboratively with another health professional significantly increased 12 . In addition, medical students completing a telemedicine OSCE improved students' understanding of telemedicine and rated the quality of the experience as high 9 .…”

SP Methodology Reimagined: Human Simulation Online

“…When properly implemented, the broad adoption of connected health has the potential to extend care across populations of both acute and chronically ill patients and help achieve the important policy goals of improving access to high-quality and efficient health care” [ 10 ].Telemedicine holds potential to mitigate clinical shortages [ 11 ] and recent advances in working with SPs to meet telemedicine learning objectives include a project with nurse practitioners [ 12 ]. SPEs have skillfully worked with SPs advance telehealth training opportunities for interprofessional education in diabetes to nutrition and dietetics and exercise physiology students [ 13 ], and in educating nurses in telehealth skills [ 14 – 17 ]. As the terms telemedicine and telehealth are often conflated or inadvertently used synonymously, it is key to complete understanding of the remainder of this chapter to define each concept and to distinguish them from human simulation online .…”