Browsing by Subject "Interprofessional education"

Now showing 1 - 3 of 3
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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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    SCAFFOLDING IN INTERPROFESSIONAL EDUCATION: IMPLICATIONS FOR SOCIAL WORK EDUCATION
    (2015-09-30) Anderson, Jennifer June; Adamek, Margaret E.; Chonody, Jill M.; Hall, James A.; Rouse, Susan M.; Szarleta, Ellen J.
    Medical errors due to failure to communicate and collaborate are one of the top causes of death in the United States. Interprofessional education (IPE) is an integrated instructional approach where various health care disciplines create opportunities for students to learn together in order to function as cohesive, effective, and collaborative interprofessional teams. Successful IPE program design is a multi-faceted challenge, especially for social work educators in light of the changes in EPAS 2015. Academic institutions are being encouraged to offer IPE programs; faculty members are then charged with developing IPE programs for their institutions. IPE program design could generate a multitude of advantages for students, faculty, academic programs, professions, university partners, and communities—provided the approach is systematic and inclusive. This prospectus will explore IPE program design in field settings for social work faculty as a scaffold design, which targets proactive understanding of resources and applications. The prospectus will explore three interrelated special considerations: 1) the connections between IPE and social work education; 2) the learning needs (learning styles and fear of negative evaluation) of students most likely to be invited to participate in an IPE program; and 3) the needs of field instructors and needs of social work students in relation to their field experience. Social work faculty as program developers new to IPE will gain insights from this work and be better able to concurrently layer educational outcomes with professional gains, while initiating opportunities for interprofessional collaborative practice skill-building in field settings—ultimately enhancing health outcomes.
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    Situation, Background, Assessment, Recommendation (SBAR) Education for Health Care Students: Assessment of a Training Program
    (Association of American Medical Colleges, 2023-01-03) Davis, Beth P.; Mitchell, Sally A.; Weston, Jeannie; Dragon, Catherine; Luthra, Munish; Kim, James; Stoddard, Hugh; Ander, Douglas; Anesthesia, School of Medicine
    Introduction: Interprofessional communication failures are estimated to be a factor in two-thirds of serious health care-related accidents. Using a standardized communication protocol during transfer of patient information between providers improves patient safety. An interprofessional education (IPE) event for first-year health professions students was designed using the Situation, Background, Assessment, Recommendation (SBAR) tool as a structured communication framework. IPE literature, including a valid measurement tool specifically tailored for SBAR, was utilized to design the Interprofessional Team Training Day (ITTD) and evaluate learner gains in SBAR skills. Methods: Learners from six educational programs participated in ITTD, which consisted of didactics, small-group discussion, and role-play using the SBAR protocol. Individual learners were assessed using the SBAR Brief Assessment Rubric for Learner Assessment (SBAR-LA) on SBAR communication skills before and after the ITTD event. Learners received a written clinical vignette and submitted video recordings of themselves simulating the use of SBAR to communicate to another health care professional. Pre- and postrecordings were scored using the SBAR-LA rubric. Normalized gain scores were calculated to estimate the improvement attributable to ITTD. Results: SBAR-LA scores increased for 60% of participants. For skills not demonstrated before the event, the average learner acquired 44% of those skills from ITTD. Learners demonstrated statistically significant increases for five of 10 SBAR-LA skills. Discussion: The value to patient safety of utilizing structured communication between health care providers is proven; however, evaluating IPE teaching of communication skills effectiveness is challenging. Using SBAR-LA, communication skills were shown to improve following ITTD.