Start Date
10-11-2014 1:00 PM
End Date
10-11-2014 2:00 PM
Description
This presentation will describe the development of an interprofessional education (IPE) clinical simulation experience designed for teaching and evaluating teamwork and communication skills. This experience uses the University of Toronto’s Centre of IPE’s Curriculum concepts of Exposure and Immersion as its framework and builds on existing IPE resources from the University of Washington and the Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) program. The program focuses on medical and nurse practitioner (NP) students learning with and about each other while they complete an assessment and health teaching for a patient with severe mental illness and medical co-morbidities in an outpatient setting. Each team consists of one medical and one NP student who will complete two online sessions, two standardized patient experiences, and two debriefing sessions using the same team members over a 2 to 3 week period. The online sessions is synchronized allowing a forum for the team members for discussing their pre-conceptions about each other’s roles and for planning the health education tailored for the patient. Changes in teamwork and communication skills are to be measured behaviorally using The Performance Assessment for Communication and Teamwork instrument. Lessons learned from its development will be presented. This IPE experience can provide awareness of each other’s unique contributions to providing care for complex patients. This experience will be pilot tested for feasibility in November 2014. If successful, it will be practice sessions before expanding the IPE to clinical practice placements with student teams conducting health teaching for patients with severe mental illness over time.
Learning Objectives:
1. Describe the use of conceptual frameworks in developing interprofessional education programs.
2. Identify challenges and successful strategies in incorporating existing interprofessional education resources into local initiatives.
Poster abstract
Included in
Developing Clinical Simulations for Teaching and Evaluating Teamwork and Communication Skills in Medical and Nurse Practitioner Students
This presentation will describe the development of an interprofessional education (IPE) clinical simulation experience designed for teaching and evaluating teamwork and communication skills. This experience uses the University of Toronto’s Centre of IPE’s Curriculum concepts of Exposure and Immersion as its framework and builds on existing IPE resources from the University of Washington and the Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) program. The program focuses on medical and nurse practitioner (NP) students learning with and about each other while they complete an assessment and health teaching for a patient with severe mental illness and medical co-morbidities in an outpatient setting. Each team consists of one medical and one NP student who will complete two online sessions, two standardized patient experiences, and two debriefing sessions using the same team members over a 2 to 3 week period. The online sessions is synchronized allowing a forum for the team members for discussing their pre-conceptions about each other’s roles and for planning the health education tailored for the patient. Changes in teamwork and communication skills are to be measured behaviorally using The Performance Assessment for Communication and Teamwork instrument. Lessons learned from its development will be presented. This IPE experience can provide awareness of each other’s unique contributions to providing care for complex patients. This experience will be pilot tested for feasibility in November 2014. If successful, it will be practice sessions before expanding the IPE to clinical practice placements with student teams conducting health teaching for patients with severe mental illness over time.
Learning Objectives:
1. Describe the use of conceptual frameworks in developing interprofessional education programs.
2. Identify challenges and successful strategies in incorporating existing interprofessional education resources into local initiatives.