Start Date
10-29-2016 3:15 PM
End Date
10-29-2016 4:15 PM
Description
To bridge the gap between interprofessional education (IPE) and interprofessional collaborative practice (IPCP), educators need to foster innovation in healthcare education. Students need opportunities and experiences to practice team skills prior to patient encounters. One innovation includes the use of high-fidelity interprofessional simulation in the form of Team Observed Structured Clinical Encounters (TOSCEs) with standardized patients (SP) and realistic case scenarios. The primary objective of this study was to demonstrate the impact of formative debriefing on team-based performance during TOSCEs.
At a large academic medical center, 49 health profession students from the College of Medicine, College of Nursing, College of Health Sciences, and Graduate College volunteered to participate in an interprofessional education program. Prior to participating in TOSCEs students completed two interactive student workshops on: 1) Interprofessional Education and Collaborative Practice (IPEC) domains and 2) chronic disease self-management with motivational interviewing. Fourteen interprofessional student teams (IPST) were formed. Teams consisted of 2-3 students representing a minimum of two disciplines. They were assigned to participate in two separate TOSCEs. The IPST evaluated their individual and team’s performance using the McMaster-Ottawa and the Jefferson Teamwork Observation Guide (JTOG), respectively. Facilitators with established inter-rater reliability guided a formative debriefing session and evaluated the teams’ performance after both TOSCE 1 and 2. Paired t-tests documented improvement in pre-post McMaster-Ottawa and JTOG scores for participants across all four IPEC domains.
A comparison between mean ratings of TOSCE 1 and 2, given by students and facilitators, showed a significant difference (p
Learning objectives:
- The learners will be able to define the IPEC domains
- The learners will be able to list tools for evaluating interprofessional team members and team functionality.
- The learners will be able discuss the debriefing process as a formative learning experience to increase competencies in the IPEC domains.
Included in
Formative Debriefing in Team Observed Simulation Encounters to Promote Team Performance
To bridge the gap between interprofessional education (IPE) and interprofessional collaborative practice (IPCP), educators need to foster innovation in healthcare education. Students need opportunities and experiences to practice team skills prior to patient encounters. One innovation includes the use of high-fidelity interprofessional simulation in the form of Team Observed Structured Clinical Encounters (TOSCEs) with standardized patients (SP) and realistic case scenarios. The primary objective of this study was to demonstrate the impact of formative debriefing on team-based performance during TOSCEs.
At a large academic medical center, 49 health profession students from the College of Medicine, College of Nursing, College of Health Sciences, and Graduate College volunteered to participate in an interprofessional education program. Prior to participating in TOSCEs students completed two interactive student workshops on: 1) Interprofessional Education and Collaborative Practice (IPEC) domains and 2) chronic disease self-management with motivational interviewing. Fourteen interprofessional student teams (IPST) were formed. Teams consisted of 2-3 students representing a minimum of two disciplines. They were assigned to participate in two separate TOSCEs. The IPST evaluated their individual and team’s performance using the McMaster-Ottawa and the Jefferson Teamwork Observation Guide (JTOG), respectively. Facilitators with established inter-rater reliability guided a formative debriefing session and evaluated the teams’ performance after both TOSCE 1 and 2. Paired t-tests documented improvement in pre-post McMaster-Ottawa and JTOG scores for participants across all four IPEC domains.
A comparison between mean ratings of TOSCE 1 and 2, given by students and facilitators, showed a significant difference (p
Learning objectives:
- The learners will be able to define the IPEC domains
- The learners will be able to list tools for evaluating interprofessional team members and team functionality.
- The learners will be able discuss the debriefing process as a formative learning experience to increase competencies in the IPEC domains.