Interprofessional Medication Error Disclosure Training Using a Telehealth Consultation Simulation

Abstract

Health profession students must develop collaborative skills to disclose errors effectively and improve patient safety. We proposed that an interprofessional (IP) simulation utilizing telehealth technology would provide medical and pharmacy students the opportunity to practice, develop, and grow in their confidence and skills of working collaboratively and disclosing medication errors. Methods. A three-phase IP student simulation was developed. Phase 1 included individual student preparation. An IP telehealth consultation encounter occurred in phase 2 for the error disclosure between the pharmacy and medical students. Phase 3 included faculty-led IP debrief sessions. A pre-and post-simulation survey assessed students' experiences regarding their confidence in error disclosure, use of telehealth technology, and the role of the community pharmacist. Faculty evaluated pharmacy student performance utilizing a 12-point rubric. Results. Pre-simulation survey responses (n=173) were compared to post-simulation survey responses (n=140). Significant changes were seen for all students' confidence in error disclosure and use of telehealth technology. No significant change was noted in the students' understanding of the community pharmacists' role on the IP team. Pharmacy student performance-based rubric data (n=148) revealed a median score of 7/12 for error disclosure and IP communication items. Conclusion.Medical and pharmacy students perceived confidence improved in IP error disclosure and use of telehealth consultation technology through this IP simulation. Pharmacy students' error disclosure and IP communication skill development were assessed through this simulation.

Non-virtual simulation training and patient simulation existing for pharmacy students: A scoping review

“…A number of different IPE core competencies were included in the simulation scenarios, including interprofessional communication and telehealth, interprofessional collaboration (IPC) and team functioning (Estes et al, 2016;Quesnelle et al, 2018;Begley et al, 2019;Wong et al, 2021;Baalmann et al, 2023), roles and responsibilities (RR) and professional identity, collaborative patient/family, conflict resolution and error disclosure (Kusnoor et al, 2019;Baalmann et al, 2023). The skills worked on included medication dispensing, drug dependence, care of older adults, crisis resource management (CRM), and pneumonia patients (Bottenberg et al, 2013;Fejzic & Barker, 2015;MacDonnell et al, 2016;Cooke et al, 2017;Tremblay, 2018;Schwindt et al, 2019;Fusco & Foltz-Ramos, 2020;Tilley et al, 2021).…”

“…Some barriers to interprofessional education were eliminated thanks to a telehealth simulation, particularly during the Covid-19 pandemic. In this way, the telehealth simulation was able to improve the student's confidence in the use of these technologies (Estes et al, 2016;Begley et al, 2019;Wen et al, 2019;Ma et al, 2020;Cowart & Updike, 2021;Wong et al, 2021;Baalmann et al, 2023). Incorporating telehealthlearning into a curriculum may give students an opportunity to be better prepared to practice in the ever-evolving healthcare environment (Estes et al, 2016).…”