An Interprofessional Course Using Human Patient Simulation to Teach Patient Safety and Teamwork Skills

Abstract

Objectives. To assess the effectiveness of human patient simulation to teach patient safety, teambuilding skills, and the value of interprofessional collaboration to pharmacy students. Design. Five scenarios simulating semi-urgent situations that required interprofessional collaboration were developed. Groups of 10 to 12 health professions students that included 1 to 2 pharmacy students evaluated patients while addressing patient safety hazards. Assessment. Pharmacy students' scores on 8 of 30 items on a post-simulation survey of knowledge, skills, and attitudes improved over pre-simulation scores. Students' scores on 3 of 10 items on a team building and interprofessional communications survey also improved after participating in the simulation exercise. Over 90% of students reported that simulation increased their understanding of professional roles and the importance of interprofessional communication. Conclusions. Simulation training provided an opportunity to improve pharmacy students' ability to recognize and react to patient safety concerns and enhanced their interprofessional collaboration and communication skills.

Pharmacy Students' Learning and Satisfaction With High-Fidelity Simulation to Teach Drug-Induced Dyspepsia

“…7,11,15,17,18,20,27 There appeared to be no published evidence on ideal simulation group size, but in the present study, it was important to determine the maximum group size with which students felt comfortable. Determining that a group size of 8 to 9 students was acceptable to students was a valuable finding in this study, as large class sizes make it prohibitive to have smaller simulation group sizes, if facilitator and "patient" fatigue are to be avoided.…”

Integrating Interprofessional Education and Simulation in Community Health: Evaluation of a Practice-based Student Clinic

“…Our study design addressed the need outlined in the Garling Report (Garling 2008) to provide these clients with effective holistic client centred care by deliberately developing eight simulation scenarios selected from actual cases of social care clients with complex chronic conditions. More specifically, our project combined IPE with scenario-based education (SBE) and as such our results might be more closely compared with more recent studies of IPE programs developed by HEPS which have similarly utilised SBE to deliver IPE programs for undergraduates (Shrader et al 2013, Kyrkjebo et al 2006, Vyas et al 2012, Wamsley et al 2012, and Kilminster et al 2004. Our study was different in respect of the use of volunteer SCs, the rural setting in community health, and the pairing of different disciplines to collaborate in a simulated intake interview.…”

“…Recent reports of combined IPE/simulation team training using high fidelity mannequins (Shrader et al 2013), standardised patients (Wamsley et al 2012), or hybrid simulations (Shrader et al 2013, Kilminster et al 2004, and Vyas et al 2012 suggest outcomes include improved understanding of roles of other professionals and increased awareness of the importance of interprofessional communication for patient safety. Further, Shrader et al (2013) found that effective interprofessional teamwork is associated with positive clinical outcomes.…”

Efectividad de la simulación en la educación médica desde la perspectiva de seguridad de pacientes

“…Los autores de los artículos seleccionados consideran relevantes para la seguridad del paciente los siguientes factores: desarrollo de habilidades de comunicación, colaboración interprofesional 7,8 , gestión en situaciones de emergencias 4,9,10 y confianza en los conocimientos adquiridos. Estas competencias se favorecen con el uso de la simulación 11 , aumentando la conciencia del error y su valor pedagógico 12,13 .…”