Team-Work Training with Standardized Patients (SPs) and a Continuity Care, Multi-Visit Patient Case
Start Date
5-19-2012 11:15 AM
End Date
5-19-2012 11:30 AM
Description
Purpose: To explore an IPE model that utilizes Standardized Patients (SPs), a multi-visit continuity case and the technological opportunities of a simulation center.
Background: This seminar will discuss an IPE model that has been successfully piloted at the Sophie Davis School of Biomedical Education at The City College of New York (SDSBE) and could be used in other settings.
Program Description: SDSBE includes a BS/MD and a Physician Assistant (PA) program. Despite co-location and shared administrative oversight, students have not had prior opportunities to learn together. The full-day program consisted of a lecture and panel on the Patient-Centered Medical Home (PCMH) and Team-Based Care as well as a small group SP exercise. The latter included assessment and intervention tasks typical in the care of chronically ill patients: establishing care, compliance issues, loss of insurance and hospitalization follow-ups. Small groups were formed consisting of three BS/MD and PA student pairs and faculty from each profession. The audio-visual technologies available at a modern clinical skills center allowed for unobtrusive observations of SP interactions and dynamic group interactions.
Results: Students from both programs demonstrated significant learning gains as evidenced through pre- and post-intervention surveys and narrative responses. Faculty and student program evaluations revealed a strong desire to expand the exercise and make IPE a routine element of each training program.
Conclusion: Learners in the health professions can benefit from IPE even if time is limited, if their clinical experience is not equivalent and if only two professions can be represented.
Relevance to IPE: New models are needed to make IPE feasible for a more diverse range of programs.
Learning Objectives: At the end of this session participants will be able to:
- Describe an IPE training model that can accommodate students with different levels of clinical sophistication
- Identify three logistical considerations when including Standardized Patient cases in IPE at their home institution.
- List three faculty development issues related to co-facilitation when implementing small groups in IPE
Team-Work Training with Standardized Patients (SPs) and a Continuity Care, Multi-Visit Patient Case
Purpose: To explore an IPE model that utilizes Standardized Patients (SPs), a multi-visit continuity case and the technological opportunities of a simulation center.
Background: This seminar will discuss an IPE model that has been successfully piloted at the Sophie Davis School of Biomedical Education at The City College of New York (SDSBE) and could be used in other settings.
Program Description: SDSBE includes a BS/MD and a Physician Assistant (PA) program. Despite co-location and shared administrative oversight, students have not had prior opportunities to learn together. The full-day program consisted of a lecture and panel on the Patient-Centered Medical Home (PCMH) and Team-Based Care as well as a small group SP exercise. The latter included assessment and intervention tasks typical in the care of chronically ill patients: establishing care, compliance issues, loss of insurance and hospitalization follow-ups. Small groups were formed consisting of three BS/MD and PA student pairs and faculty from each profession. The audio-visual technologies available at a modern clinical skills center allowed for unobtrusive observations of SP interactions and dynamic group interactions.
Results: Students from both programs demonstrated significant learning gains as evidenced through pre- and post-intervention surveys and narrative responses. Faculty and student program evaluations revealed a strong desire to expand the exercise and make IPE a routine element of each training program.
Conclusion: Learners in the health professions can benefit from IPE even if time is limited, if their clinical experience is not equivalent and if only two professions can be represented.
Relevance to IPE: New models are needed to make IPE feasible for a more diverse range of programs.
Learning Objectives: At the end of this session participants will be able to:
- Describe an IPE training model that can accommodate students with different levels of clinical sophistication
- Identify three logistical considerations when including Standardized Patient cases in IPE at their home institution.
- List three faculty development issues related to co-facilitation when implementing small groups in IPE
