Discharge Day: A Case-Based Interprofessional Exercise About Team Collaboration in Pediatrics

Kesselheim, Jennifer C.; Stockman, Leah S.; Growdon, Amanda S.; Murray, Ann; Shagrin, Bianca; Hundert, Edward M.

doi:10.15766/mep_2374-8265.10830

Cited by 10 publications

(8 citation statements)

References 14 publications

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“…Medical student participants agreed or strongly agreed that the interprofessional representation in the podcasts and in the virtual follow-up enhanced their learning. This finding has been previously demonstrated using an interprofessional teambased approach, 13,23 but this curriculum is distinct in that it was conducted entirely virtually and incorporated other health professionals in the asynchronous and live portions of the experience. The virtual format helped to overcome some of the structural scheduling difficulties noted by other IPE curricula, including identifying and recruiting participants across health professions and the logistics involved in bringing panelists and students together.…”

Section: Discussionsupporting

confidence: 62%

“…The IPEC has cited MedEdPORTAL as a location for highquality IPE teaching materials, including simulations, problembased learning, and video-based education. 7,[13][14][15][16] An IPE curriculum using podcasts as the primary educational modality has yet to be published in MedEdPORTAL, and examples of podcasts to deliver IPE are also limited in the broader literature. 17,18 We hypothesized that using podcasts to interview nonphysician health professionals, coupled with a live follow-up session with the interviewees, would provide an effective learning tool for students to develop an understanding of the roles of other health professions in team-based patient care.…”

Section: Introductionmentioning

confidence: 99%

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Leveraging Podcasts to Introduce Medical Students to the Broader Community of Health Care Professionals

et al. 2021

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Introduction: Safe, patient-centered, and cost-effective care requires effective collaboration within interprofessional teams. Education programs for health care professionals are often siloed, providing students with limited interprofessional education (IPE) opportunities to learn from, with, and about other professions. Podcasts offer a novel approach to facilitate IPE, allowing for asynchronous conversations with interprofessional colleagues. Methods: We developed four podcasts with various health care professionals for 135 preclinical medical students preparing to transition into clinical rotations. The podcasts were coupled with an hour-long interactive session with the podcast interviewees conducted via videoconference. The curriculum explored the distinct education paths, roles, and responsibilities of various health care disciplines. Strategies for communicating effectively with and learning from interprofessional team members were emphasized. Results: There were 197 unique downloads of the podcasts, and 95 students attended the interactive session. Most students reported that the podcasts and follow-up live session enhanced their learning (100% and 98% of students who completed the postcurriculum survey, respectively). Responses to the postcurriculum survey revealed students learned strategies for engaging in productive interprofessional conversations, the importance of leveraging the distinct roles and responsibilities of diverse health professionals, the value of learning from other health professionals, and the use of respectful language. Discussion: This IPE curriculum built around podcasts enhances medical student learning and represents an innovative approach to improving access to IPE in a virtual learning environment. This modality can be adapted to meet the needs of a wide spectrum of learners and can be coupled with in-person learning.

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Section: Discussionsupporting

confidence: 62%

Section: Introductionmentioning

confidence: 99%

Leveraging Podcasts to Introduce Medical Students to the Broader Community of Health Care Professionals

et al. 2021

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“…This review identified a variety of thoughtful interprofessional learning experiences that involved collaboration with other students and providers, including several with initial introductions to the roles of the interprofessional team. [6][7][8][9] Some also provided modalities of learning about the interprofessional team that could be applied in settings with fewer interprofessional resources, via, for example, ebook 8 or remote collaboration. 10 Many of these educational exercises take advantage of access to students in multidisciplinary training programs, creating an interdisciplinary learning environment.…”

Section: Unsurprisingly the Liaison Committee On Medical Education'smentioning

confidence: 99%

Interprofessional Education Without Limits: A Video-Based Workshop

et al. 2021

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Introduction: Interprofessional collaboration improves patient outcomes. Many institutions lack access to learners from other health care professions, limiting the feasibility of many published interprofessional curricula. We created a video-based workshop to fill the need for an introductory interactive interprofessional activity for third-year medical students (MS 3) in their internal medicine clerkship, in which other health care students and standardized patients were not readily accessible. Methods: This session introduced medical students to the interprofessional model of care through a video workshop. Learners engaged in reflective observation as a video presented a physician interviewing a patient. The training and roles of interprofessional providers were discussed with the aid of video demonstrations. Learners completed postworkshop and postmedicine clerkship surveys with responses indicated using a Likert scale (1 = strongly disagree, 5 = strongly agree). Results: Sixty-seven MS 3s participated in this workshop; postworkshop survey response rate was 82%. Of students who responded to the surveys, 87% agreed that the video increased their understanding of when it would be beneficial to consult interprofessional team members. Students' confidence in interacting with interprofessional team members improved from a mean of 3.0 before the workshop to 3.7 after the workshop. At the end of the medicine clerkship, 71% indicated that the video improved their ability to work with interprofessional team members at least moderately. Discussion: This video-based workshop improved students' self-rated understanding of interprofessional team members' roles and increased their confidence interacting with other members of the interprofessional health care team.

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“…Considering the harsh realities Chinese paediatricians face, such as lower salaries but heavier workloads, pressure deriving from the high expectations of patients' family members, and greater occupational risks for medical disputes than other specialists [2], paediatric education is facing the challenge of cultivating a competent workforce with knowledge, resilience and beliefs [3].…”

Section: Introductionmentioning

confidence: 99%

Effects on applying micro-film case-based learning model in pediatrics education

et al. 2020

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Background In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF + CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills. Methods Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF + CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination. Results The experimental group generally performed better than the control group on the student self-assessment (P<0.05), satisfaction survey (P<0.05), and final examination (80.02 ± 3.77 vs 73.65 ± 3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF + CBL model due to its time- and energy-consuming features. Conclusions Compared with LBL, the MF + CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

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Discharge Day: A Case-Based Interprofessional Exercise About Team Collaboration in Pediatrics

Cited by 10 publications

References 14 publications

Leveraging Podcasts to Introduce Medical Students to the Broader Community of Health Care Professionals

Leveraging Podcasts to Introduce Medical Students to the Broader Community of Health Care Professionals

Interprofessional Education Without Limits: A Video-Based Workshop

Effects on applying micro-film case-based learning model in pediatrics education

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