Simulation-based interprofessional conference: a focus on patient handoffs and critical communication
communication; handoff; interprofessional; simulation
October 2019 Update
Gable Brad; Ahmed Rami
Bmj Simulation & Technology Enhanced Learning
2019
2019-07
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1136/bmjstel-2017-000260" target="_blank" rel="noreferrer noopener">10.1136/bmjstel-2017-000260</a>
Medical student perceptions and attitudes related to interprofessional collaboration at a student-run free clinic
Many medical universities have student-run free clinics that enable trainees to obtain hands-on clinical experience with underserved populations. This study takes place at one such clinic based at a multidisciplinary health sciences institution in the midwestern U.S. As part of a federally funded program, the research team conducted a survey of the clinic's student volunteers over a 6-month period. Students were queried about their experiences working in the clinic, including perceptions of collaboration with other student volunteers, satisfaction with shared decision-making, confidence with delivering care in various formats (including telehealth), and experiences working on interprofessional teams. Results indicated that overall, students reported a high degree of collaboration within the clinic and expressed confidence working in teams. Moreover, more experienced students reported greater satisfaction with the collaboration among team members, as well as more confidence with working as a member of a team, as compared to first-year students. Students who volunteered at the clinic more frequently also reported greater confidence working as part of a telemedicine team, as compared to students who spent fewer days staffing the clinic. This research can inform institutional efforts to improve the quality of interprofessional education and experiential learning for future physicians and other healthcare professionals.
Knepp, Kristen A.
Fischbein, Rebecca
Gardner-Buckshaw, Stacey L.
Boltri, John M.
In Journal of Interprofessional Education & Practice December 2022 29
2022
English
Using the Constructivist/Active Learning Theoretical Framework to develop and test a simulation-based interprofessional geriatric training curriculum
Education; Simulation; Geriatrics; Healthcare; Interprofessional
The literature is lacking in theoretically grounded techniques to design interprofessional educational experiences that prepare students to function effectively in interprofessional teams dedicated to the management of complex geriatric patients. We describe the use of the Constructivist/Active Learning theoretical framework to develop an interprofessional simulation-based educational program for students in healthcare fields that combines didactics, skills practice, simulation, volunteer or simulated caregiver interaction, and team care planning into a scaffolded learning experience. Results of post-education surveys show high satisfaction with the education and growth in students’ interprofessional competencies. Our application of this theoretical framework provides a low-tech, yet highly effective method to teach interprofessional team skills in the management of complex geriatric syndromes.
Niederriter Joan; Hovland Cynthia; Hazelett Susan; Whitford Maureen; Drost Jen; Brown Diane; Morgan Abby; Kropp Denise; Sanders Margy; Gareri Michele; Fosnight Sue; Radwany Steven; McQuown Colleen; Ahmed Rami
Journal of Interprofessional Education & Practice
2020
2020-06
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
Journal Article
<a href="http://doi.org/10.1016/j.xjep.2020.100322" target="_blank" rel="noreferrer noopener">10.1016/j.xjep.2020.100322</a>