Integrating Interprofessional Case Scenarios, Allied Embedded Actors, and Teaching Into Formative Observed Structured Clinical Exams

Abstract

Background and Objectives: Interprofessional education is a critical component of medical student training, yet it is often difficult to implement. Medical students who learn with, from, and about learners from other disciplines have been shown to create more effective and safe health care teams. The investigators wanted to know how participating in two interprofessional observed structured clinical exams (OSCEs) at Tufts University School of Medicine (TUSM) would affect changes in medical students’ attitudes and values in interprofessional teamwork. Methods: For the academic years 2017 and 2018, two interprofessional case scenarios were integrated into OSCEs for third-year medical students at TUSM, with an allied embedded actor (AEA) playing a social worker to an end-of-life scenario, and an AEA playing the role of a pharmacy student added to a chronic pain scenario. Students participated in didactic training about interprofessional teamwork and received structured feedback regarding interprofessional competencies following simulation cases. Changes in interprofessional knowledge and attitudes were assessed by comparing student pre- and postscenario mean scores on the Interprofessional Socialization and Valuing Scale (ISVS-21, a 21-item scale survey), with students rating themselves on a Likert scale from 1 (not at all) to 7 (to a very great extent). We performed paired t-test analysis on individual pre- and post-ISVS-21 means. Results: Three hundred fifty-three of the 417 participating medical students fully completed pre- and postsurveys. Students reported significant changes in interprofessional knowledge and attitudes (mean change=1.3, P<.0001). Students and faculty regarded the interprofessional cases very highly. Conclusions: Placing interprofessional cases involving AEAs into OSCE events is easily replicated, and positively impacts students’ attitudes and values in interprofessional knowledge.

Virtual and Interprofessional Objective Structured Clinical Examination in Dentistry and Dental Technology: Development and User Evaluations

“…A team working in an operating room typically works synchronously, whereas health care teams of dentists and dental technicians typically work asynchronously. Although the use of iOSCE in medical education has been extensively reported [27][28][29][30][38][39][40][41][42], to the best of our knowledge, the use of iOSCE for asynchronous work, especially within dentistry and dental technology cross-professional education, has not been reported.…”

Students' Perception of Servant Leadership by Physical Therapy Faculty Mentors Is Associated With Interprofessional Socialization

“…Interprofessional socialization was measured using the ISVS-21. 71 Leveraging 21 items on a 7point Likert scale (1 = not at all to 7 = a very great extent), 15,16,83 the ISVS-21 provides a global measure of interprofessional socialization, with items representing the beliefs, behaviors, and attitudes of socialization toward IPCP. e ISVS-21 is identified as a theoretically grounded instrument with a strong factor structure refined through Item-Response eory from the original reliable and valid ISVS.…”

“…9,10 Within these challenges, physical therapy students have reported decreased readiness to engage in collaborative care compared with peers because of issues including socialization practices and disciplinary silos. 11-14 In efforts to foster physical therapy students' readiness to engage in collaborative care models, scholars propose examining educational strategies associated with increased interprofessional socialization, 15,16 defined as the “beliefs, behaviors, and attitudes underlying socialization toward interprofessional collaborative practice”. 17(p.80) As underscored by King et al, 17 regular assessment of interprofessional socialization throughout graduate education offers increased opportunities to clarify which educational strategies best prepare students for contemporary practice.…”