Developing and Evaluating Teamwork Skills using an Interprofessional Simulated Discharge Planning Meeting

Purpose: The Clinical Discharge Scenario (CDS) provides students the opportunity to work as an interprofessional team in a simulated scenario. Evaluating student competence in teamwork skills provides insight into their ability to work as effective team members.

Background: A literature review reveals the majority of tools assessing student learning in interprofessional education (IPE) measure satisfaction, attitudes and knowledge (Abu-Rish et al., 2012). Kirkpatrick’s evaluation model proposes a hierarchy of changes as a result of training (Kirkpatrick, 1979). At the highest level is transfer of learning to change behavior. Assessment of IPE influenced behavior change is limited (Abu-Rish et al., 2012).

Description of Intervention: Interprofessional student teams participate in a simulated discharge planning meeting with an elder female patient and her adult daughter (standardized patients). Student teams develop a discharge plan for the patient. Teamwork is assessed via Team Observation checklists (Herge, et al, 2015) completed by faculty observers and standardized patients. Students debrief with faculty and standardized patients and complete a posttest identifying one thing they learned from the experience.

Results: Three years of data spring 2014-2016 was analyzed. Preliminary results indicate students were rated as above average on team skills. Thematic analysis of the posttest revealed 7 themes: communication, client centered care, meeting structure, IPE teams, family/caregiver, student experience and difficult patient.

Conclusion: The CDS is an effective way for students to practice teamwork skills in a simulated environment. Evaluating student behavior in this setting provides data regarding student ability to apply learning and demonstrate teamwork skills.

Relevance to Interprofessional Education: The Institute of Medicine report (IOM, 2015) calls for greater measurement of IPE impact on practice and behavior change. Simulated patient encounters provide students the opportunity to practice teamwork skills and faculty to measure student teamwork skills as related to IPE.

Learning Objectives: At the conclusion of this session participants will:

1. Recognize the value of simulated learning activities in interprofessional education.
2. Describe the learning outcomes of an interprofessional simulated team activity.
3. Identify ways to evaluate performance as an outcome of interprofessional education in their own educational/clinical setting.

References:

1. Abu-Rish, E., Kim, S., Choe, L., Varpio, L., Malik, E., White, A. A. & Thigpen, A. (2012). Current trends in interprofessional education of health sciences students: A literature review. Journal of Interprofessional Care, 26(6):444-451.

2. Kirkpatrick, D. L., (1979). Techniques for evaluating training programs. Training and Development Journal. 33(6):178-192.

3. Herge, E. A., Hsieh, C., Waddell-Terry, T. & Keats, P. (2015). A simulated clinical skills scenario to teach interprofessional teamwork to health profession students. Journal of Medical Education and Curricular Development. 2:27-34. doi:10.4137/JMECD.S18928

4. Institute of Medicine (2015). Measuring the impact of interprofessional education on collaboration and patient outcomes. Washington, D.C.: The National Academies Press.