Innovations in applied health: Evaluating a simulation-enhanced, interprofessional curriculum

Abstract

Background: In response to current trends in healthcare education, teachers at the Michener Institute for Applied Health Sciences implemented a New Curriculum Model (NCM) in 2006, building a curriculum to better transition students from didactic to clinical education. Through the implementation of interprofessional education and simulated clinical scenarios, educators created a setting to develop, contextualize and apply students' skills before entry to the clinical environment. Aims: In this pilot study, researchers assessed the impact of the NCM intervention on student preparedness for clinical practicum. Methods: A mixed-methods evaluation was conducted, collecting survey assessments and qualitative focus group feedback from clinical educators and students. Results: Clinical educators identified Michener NCM students to be significantly better prepared for clinical practicum when compared to previous cohorts ( p 5 0.05%). Students also noted significant improvements as implementation issues were resolved from years one to two of the NCM. Conclusions: The infusion of simulation and interprofessional education into Michener's applied health curricula resulted in a significant improvement in clinical preparedness. The Michener NCM bridged the gap previously separating didactic education and clinical practice, transitioning applied health students from trained technicians to more complete health care professionals.

Capturing readiness to learn and collaboration as explored with an interprofessional simulation scenario: A mixed-methods research study

“…Readiness, also associated with competence, can vary for every student learner (Bandali et al, 2012). Critical elements of readiness have been identified as psychomotor skills specific to discipline, core competency skills, and reflective practice.…”

Republished: Going glass to digital: virtual microscopy as a simulation-based revolution in pathology and laboratory science

“…This implementation has corresponded with Michener's transformational curriculum revitalisation, where simulation and interprofessional collaboration have become key components in enhancing students' readiness to practice and ultimate ability to contribute to improved patient safety and patient-centred collaborative care 54 55. As such, the primary focus on the use of virtual microscopy at Michener was to fully integrate this technology in a competency-driven fashion, aimed at teaching microscopic tissue and stain recognition, in addition to stain, microtomy and tissue preparation troubleshooting.…”

Interprofessional Simulation: A Concept Analysis

“…Therefore with IS, outcomes may include: (a) meaning and knowledge creation through shared learning, (b) information and thoughtful decision making through simulation, (c) cohesive and collaborative team functioning, (d) trust and relationship building through reflection, and (e) improved patient care (Baker et al, 2008;Bandali et al, 2012;Reese et al, 2010;Smithburger et al, 2013;Strouse, 2010).…”

“…Strategies include the use of simulation experiences where the following are emphasized: team organization and function, enhancement of team performance and communication, conflict resolution, reflection, and consensus building for the purpose of improved patient care goals (Booth & McMullen, 2012). When team members communicate and reflect with other disciplines, patient outcomes can be improved and members of the health care team can be empowered to take on leadership roles in holistically caring for patients (Bandali et al, 2012).…”

“…Sharing information about the roles of health care members, determining professional responsibilities, and learning about each other to optimize patient care can be realized through IS (Buring et al, 2009). Health care professionals engaged in IS can influence collaborative synergistic care and strive for favorable and improved clinical outcomes (Bandali, Craig, & Ziv, 2012).…”