Interdisciplinary Education Apartment Simulation (IDEAS) Project: An Interdisciplinary Simulation for Transitional Home Care

Abstract

Introduction Home-based care (HBC) is a valuable tool to provide care to rural, medically underserved populations. By mitigating geographic and transportation barriers for vulnerable populations, HBC is a promising modality of health care delivery. Interprofessional education has become an integral part in undergraduate and professional curricula; however, applications of team-based training in HBC are often missing from curricula. When included, instruction in HBC often utilizes didactic instruction or laboratory experiences, which are discipline-specific and lack a focus on integration of team-based care. Methods We implemented a standardized patient (SP) simulation of a posthospital discharge home visit using a team of learners from nursing, physical therapy (PT), occupational therapy (OT), dentistry, pharmacy, and medicine in a simulated home environment. Pre- and postsimulation competencies of interprofessional care were measured using the 20-item Interprofessional Collaborative Competency Attainment Survey (ICCAS). Results Throughout the academic years of August 2018 – August 2020, 68 students from nursing, PT, OT, pharmacy, medicine, and dentistry completed a simulated home visit with an SP discharged from a hospital. For all 20 perceived abilities on the ICCAS, learners showed a statistically significant increase in postsurvey measurement. A modest to large (.31 ≤ r ≤ .94) effect size was observed in the majority of responses. Discussion This SP simulation described a novel, interdisciplinary approach to incorporating HBC into interprofessional curricula.

Collaboration from a Distance: Remote Simulation in Hybrid Healthcare Education

“…Training students to work within a healthcare team is a universal skill, regardless of patient population, and is a necessary component within entry-level DPT programs. The quantitative results of this study support previous literature that has endorsed the use of simulatedbased learning to address self-assessed interprofessional collaborative competency attainment in physical therapy education (Andrea, Kupczynski, et al, 2022;Marion-Martins & Pinho, 2020;Sizemore et al, 2021). The qualitative results further substantiate that this type of realistic and structured learning activity is a valuable training tool.…”

Improved Self‐Assessed Collaboration Through Interprofessional Education: Midwifery Students and Obstetrics and Gynecology Residents Learning Together

“…13 The same researchers examined a similar group of health professions students in a home care IPE simulation and demonstrated improvements in ICCAS scores. 14 ICCAS increases in self-assessed collaborative competencies were observed similarly among midwifery, nurse practitioner, medical, pharmacy, and dental students participating in oral health IPE activities. 15,16 Authors of a scoping review of IPE studies of medical students and at least one other health profession, but not graduate learners such as midwifery and nurse practitioner students and residents in medical specialties, were unable to recommend a specific type or duration of IPE program and recommended tools that assess IPEC competencies.…”

“…IPEC Survey scores improved significantly following a single IPE session related to stroke care for nursing, medical, physician assistant, occupational and physical therapy, pharmacy, and social work students 13 . The same researchers examined a similar group of health professions students in a home care IPE simulation and demonstrated improvements in ICCAS scores 14 . ICCAS increases in self‐assessed collaborative competencies were observed similarly among midwifery, nurse practitioner, medical, pharmacy, and dental students participating in oral health IPE activities 15,16 .…”