An assessment strategy for interprofessional interactions of primary care practitioner trainees

Chou, Calvin L.; Ainsworth, Alice; O’Brien, Bridget

doi:10.1016/j.xjep.2015.12.003

Cited by 4 publications

(3 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As previously reported, trainees scored moderately to very highly on the SP assessment of communication skills, with a mean of 9.00 out of 10.00 (range [5.75, 10.00]). 14 Separately, objective evaluation by trained independent investigators corroborated the quality of the trainees’ communication skills. 14…”

Section: Resultsmentioning

confidence: 91%

See 1 more Smart Citation

Assessing Interprofessional Interactions of Primary Care Practitioner Trainees

Chou

DeVries

2016

MedEdPORTAL

View full text Add to dashboard Cite

Introduction: The patient-centered medical home model is transforming the delivery of outpatient care, with improved quality of care, better patient experiences, and enhanced processes of care. However, teams of interprofessional health care workers have diverse viewpoints that occasionally present instances of miscommunication. In addition, few materials exist that provide potential assessments for graduate-level interprofessional trainees. We constructed an interprofessional objective structured clinical examination (IPOSCE) to assess patient-centered behaviors of nurse practitioner residents and third-year internal medicine residents. Methods: This IPOSCE comprises two phases. First, learners interact with a standardized patient with complex medical and psychosocial issues. Next, they engage in a series of stations with standardized interprofessional colleagues, each of whom is trained to deliver a non-patientcentered challenging line during their interaction. Results: Trainees felt that the cases reasonably reflected their typical outpatient practices but had some concerns about logistics and thought the cases may have presented heightened communication challenges compared with typical practice. Discussion: In sum, this IPOSCE workplace simulation successfully assessed communication skills of our resident trainees with standardized patients and standardized instructors in a realistic setting.

show abstract

Section: Resultsmentioning

confidence: 91%

“…14 Separately, objective evaluation by trained independent investigators corroborated the quality of the trainees’ communication skills. 14…”

Section: Resultsmentioning

confidence: 91%

Assessing Interprofessional Interactions of Primary Care Practitioner Trainees

Chou

DeVries

2016

MedEdPORTAL

View full text Add to dashboard Cite

show abstract

“…In fact, learner preparation prior to IPE activities is tantamount to student success. [16] Secondly, faculty facilitators agreed that providing students with the opportunity to engage in simulation in interprofessional education provides exposure to meaningful experiential learning while developing the skills necessary for interprofessional collaborative practice. Engaging students in realistic scenarios involving the use of SP's is a valuable tool in health professionals' education to improve mental health care.…”

Section: Discussionmentioning

confidence: 99%

Simulation in mental health interprofessional education

Iammarino

Johnson²,

Zolezzi³

et al. 2020

JNEP

View full text Add to dashboard Cite

Purpose: Mental health care involves multiple professionals from diverse backgrounds providing interdependent and complex services. Accordingly, care needs to be planned skillfully in partnership with health and social care providers and mental health service users. Working from an interprofessional lens enables professionals to work collaboratively to affect care that is safe and improves health outcomes. Yet, in practice there is often a disconnect between mental health care professionals that hinders collaborative practice and impacts the quality of care. Furthermore, stigmatization of mental illness continues to pervade health care professionals’ attitudes which serves to further compromise health outcomes. Interprofessional education (IPE) using simulation is proposed as an effective teaching and learning method to improve collaborative practice and decrease stigma amongst mental health care professionals in undergraduate education. Approach: Undergraduate nursing and pharmacy students from two universities participated in a one-day IPE event. During the event, students collaboratively interviewed standardized patients portraying mental health service users and developed an interprofessional plan of care. Faculty perspectives of the event were gathered to identify challenges and recommendations for ongoing implementation. Findings: Current literature and faculty facilitator feedback supports IPE using simulation as an effective teaching and learning strategy to develop therapeutic communication skills, address stigma amongst students prior to practice, clarify professional roles, and improve interprofessional collaboration. Faculty facilitator recommendations to improve the implementation of IPE with healthcare professionals during undergraduate education include early introduction of IPE, adequate preparation for students, realistic case scenarios, facilitator and standardized patient training, and funding to support events. Conclusion: The use of standardized patients in the context of interprofessional mental health education is a strategy with the potential to improve collaborative practice and address mental illness stigma amongst health care professionals. Further research with students is needed to evaluate the effectiveness of simulation in mental health IPE.

show abstract