Integrating Diverse Disciplines to Enhance Interprofessional Competency in Healthcare Delivery.

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ID: 17058
2019
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Abstract
Interprofessional education (IPE) typically involves clinical simulation exercises with students from medical and nursing schools. Yet, healthcare requires patient-centered teams that include diverse disciplines. Students from public health and informatics are rarely incorporated into IPE, signaling a gap in current educational practices. In this study, we integrated students from administrative and non-clinical disciplines into traditional clinical simulations and measured the effect on communication and teamwork. From July 2017-July 2018, 408 students from five schools (medicine, nursing, dentistry, public health, and informatics) participated in one of eight three-hour IPE clinical simulations with Standardized Patients and electronic health record technologies. Data were gathered using a pre-test-post-test interventional Interprofessional Collaborative Competency Attainment Survey (ICCAS) and through qualitative evaluations from Standardized Patients. Of the total 408 students, 386 (94.6%) had matched pre- and post-test results from the surveys. There was a 15.9% improvement in collaboration overall between the pre- and post-tests. ICCAS competencies showed improvements in teamwork, communication, collaboration, and conflict management, with an average change from 5.26 to 6.10 ( = 35.16; < 0.001). We found by creating new clinical simulations with additional roles for non-clinical professionals, student learners were able to observe and learn interprofessional teamwork from each other and from faculty role models.
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champagnelangabeer2019integratinghealthcare Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Champagne-Langabeer, Tiffany;Revere, Lee;Tankimovich, Mariya;Yu, Erica;Spears, Robert;Swails, Jennifer Lee;
Journal Healthcare (Basel, Switzerland)
Year 2019
DOI
E75
URL
Keywords
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