An Interprofessional Standardized Patient Case for Improving Collaboration, Shared Accountability, and Respect in Team-Based Family Discussions

Abstract

IntroductionThe science of patient safety demonstrates that good communication is essential for effective interprofessional collaboration.MethodsWe created a low-stakes, formative assessment with which medical students, pharmacy students, and nursing students could practice several of the Interprofessional Education Collaborative competencies. We aimed to enable students to practice collaborative care, respect for other disciplines, and shared accountability. Senior students from medicine, nursing, and pharmacy worked in teams to disclose a medical error to a standardized patient. The activity began with an icebreaker exercise wherein students learned about each other. Next, each team planned a strategy for error disclosure and collaboratively disclosed the error. Standardized patients evaluated the team's performance. Subsequently, students regrouped for a debriefing. The participating institutions administered a survey to their students.ResultsIn total, 1,151 students participated: 464 fourth-year students from the University of Houston College of Pharmacy, 450 third- and fourth-year students from Baylor College of Medicine, and 237 fourth-year students from Texas Woman's University Nelda C. Stark College of Nursing, all in Houston, Texas. Postsession survey data showed that students thought they achieved the relevant competencies. Students’ understanding of the perspectives of the other two disciplines improved. Students found the simulation encounter and debriefing effective in helping them consider the contributions of other disciplines to patient care.DiscussionThis interprofessional standardized patient activity enabled collaborative problem solving. The debriefing discussion broadened students’ understanding of the expertise of the other disciplines and promoted shared accountability. Students found this activity engaging and effective.

Interprofessional Collaboration Improves Patient Safety: A Review

“…Keselamatan pasein dapat dilaksanakan dengan baik karena adanya kerja sama tim, adanya budaya keselamatan pasien yang baik, dan kompetensi perawatan yang berpusat pada pasien (16), Salah satu yang bisa dilakukan untuk meningkatkan keselamatan pasien adalah melaksanakan interprofessional collaboration (13) (24), dimana poin penting dalam interprofessional collaboration adalah komunikasi yang efektif dan kerjasama yang baik antar tenaga kesehatan (25). Kolaborasi antar tenaga kesehatan (perawat, dokter, bidan, ahli gizi, fisioterapis, apoteker) dapat meningkatkan kepuasan kerja tenaga kesehatan (19) (17).…”

Using a Resuscitation-Based Simulation Activity to Create an Interprofessional Education Activity for Medical, Nursing, and Pharmacy Students

“…All students had completed the majority of their required clinical experiences prior to the activity and had exposure to communication and team training in prior IPE activities. 11 , 15 Medical students had exposure observing the care of sick patients in their emergency medicine training. Nursing and pharmacy students had previously participated in an IPE communications skills course, and all pharmacy students had previous TeamSTEPPS training.…”

“…Students work with SPs in another simulation published in MedEdPORTAL related to patient and interprofessional communication. 15 Therefore, to maintain a clear focus on teamwork within the constraints of a 20-minute simulation, the family member was removed, the SP was replaced with a mannequin, and communication occurred through a headset in the final version of the experience.…”

Improvement in Hematology Interprofessional Care: Simulation With an Emphasis on Collaboration

“…1 There is also little in the literature to specifically guide the development of collaboration curricula for residency training programs. [2][3][4][5] At our institution, the hematology residency program (like many other training programs across North America) currently has an informal collaboration curriculum where residents learn to collaborate in an ad hoc manner through participation in clinical rotations. Within this model, it can often be difficult to support experiential learning with high-quality feedback and reflection.…”

“…6,7 The use of simulation with intensive debriefing, provides the potential to centralize experiential collaboration teaching and facilitate reflecting learning. 6,8 While there are currently many well designed simulation cases around collaboration, 3,5,[9][10][11] there remains a need for cases that meet the distinct needs of hematology and other specialty residency training programs. For example, specialty residents often need to consider an expanded differential diagnosis beyond that which is typically included in simulation cases designed for junior medical learners.…”