Browsing by Author "Daulton, Brittany J."

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    Application of a Simulation-Based Interprofessional Teamwork Assessment Tool (SITAT) to Individual Student Performance in a Team-Based Simulation
    (SAGE, 2021-01-01) Daulton, Brittany J.; Romito, Laura; Weber, Zach; Burba, Jennifer; Ahmed, Rami A.; Emergency Medicine, School of Medicine
    There are a very limited number of instruments to assess individual performance in simulation-based interprofessional education (IPE). The purpose of this study was to apply the Simulation-Based Interprofessional Teamwork Assessment Tool (SITAT) to the individualized assessment of medicine, pharmacy, and nursing students (N = 94) in a team-based IPE simulation, as well as to explore potential differences between disciplines, and calculate reliability estimates for utilization of the tool. Results of an analysis of variance provided evidence that there was no statistically significant difference among professions on overall competency (F(2, 91)  =  0.756, P = .472). The competency reports for nursing (M = 3.06, SD = 0.45), medicine (M = 3.19, SD = 0.42), and pharmacy (M = 3.08, SD = 0.49) students were comparable across professions. Cronbach's alpha provided a reliability estimate of the tool, with evidence of high internal consistency (α = .92). The interrater reliability of the SITAT was also investigated. There was moderate absolute agreement across the 3 faculty raters using the 2-way mixed model design and “average” unit (kappa = 0.536, P = .000, 95% CI [0.34, 0.68]). The novel SITAT demonstrates internal consistency and interrater reliability when used for evaluation of individual performance during IPE simulation. The SITAT provides value in the education and evaluation of individual students engaged in IPE curriculum.
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    Peer Led Team Learning in a Foundational IPE Curriculum
    (Pacific University Libraries, 2020-09) Romito, Laura; Daulton, Brittany J.; Stone, Cynthia; Pfeifle, Andrea L.; Biomedical Sciences and Comprehensive Care, School of Dentistry
    BACKGROUND The Peer Led Team Learning (PLTL) instructional model utilizes Peer Leaders, advanced students who mentor and guide student teams to collaborate on applied course concepts. PURPOSE To apply a modified PLTL model in the university’s foundational, longitudinal, competency-based interprofessional education (IPE) curriculum. METHODS Twelve Peer Leaders were selected, trained, and deployed as facilitators for interprofessional teams of students during the IPE curriculum’s first three large-scale learning events. Peer Leaders completed an evaluation of training, a facilitation skills survey, and participated in a semi-structured focus group interview process. RESULTS After participating in the PLTL program, Peer Leaders reported increased confidence in their interprofessional knowledge and facilitation skills. The primary challenge for Peer Leaders in facilitating teams was lack of student engagement (n=7, 58%). CONCLUSION PLTL is a feasible model for IPE settings. It has the potential to both increase facilitator capacity in interprofessional learning activities and have a positive impact on Peer Leaders.
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    Raising the Bar: Evolution of a Statewide Interprofessional Education Program Following a 5-Year Outcomes Evaluation
    (JCIPE, 2022) Daulton, Brittany J.; Weber, Zachary A.; Newton, April D.; Romito, Laura; Manz Friesth, Barbara; Family Medicine, School of Medicine
    Indiana University is a complex campus system across the state of Indiana. IU-Bloomington hosts the main campus with nearly 50,000 students, while Indiana University-Purdue University Indianapolis (IUPUI) has approximately 30,000. Additionally, there are seven regional medical school campuses located throughout the state in Gary, Evansville, Fort Wayne, Muncie, South Bend, Terre Haute, and West Lafayette.
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    Substance use disorder, the workforce, and treatment quality for minoritized populations: a systematic review
    (Springer Nature, 2025-06-19) Maxey, Hannah L.; Daulton, Brittany J.; Boustani, Rebekka; Binion, Kelsey E.; Family Medicine, School of Medicine
    Substance use disorder remains a United States public health concern, particularly for minoritized populations. This systematic review explores the relationship between workforce diversity, cultural competency, and the quality of substance use disorder treatment for minoritized populations. Studies published between 2003 and 2023 were analyzed and nine studies met inclusion criteria. Findings reveal conflicting evidence about the impact of workforce diversity and cultural competency on quality outcomes. While some studies suggest positive associations, others report no relationship or adverse effects. Moreover, inconsistencies in research methodology limited comparative analyses. The literature predominantly focuses on Hispanic/Latinx populations, leaving gaps in understanding other minoritized populations' experiences. Despite national initiatives promoting health equity and diversity, federal research funding regarding substance use disorder treatment for minoritized populations remains limited. This review calls for further research to inform policy and practice, emphasizing multi-agency collaboration, standardized measures of cultural competency, and targeted funding to address disparities in treatment quality outcomes for minoritized populations.
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    Successful Conversion of Simulation-Based Interprofessional Education in a Pandemic
    (Wiley, 2020-07-15) Romito, Laura; Pfeifle, Andrea L.; Weber, Zachary A.; Daulton, Brittany J.; Biomedical Sciences and Comprehensive Care, School of Dentistry