The impact of an interprofessional standardized patient exercise on attitudes toward working in interprofessional teams

Department of Medicine, University of California, San Francisco, CA 94143-0320, USA.
Journal of Interprofessional Care (Impact Factor: 1.4). 01/2012; 26(1):28-35. DOI: 10.3109/13561820.2011.628425
Source: PubMed


Effective interprofessional education engages participants in authentic tasks, settings and roles. Using these guiding principles, an interprofessional standardized patient exercise (ISPE) was developed and implemented for 101 dental, medical, nurse practitioner, pharmacy and physical therapy students. This study describes the ISPE and evaluates its impact on students' attitudes toward working in interprofessional teams. The attitudes toward health care teams (ATHCT) survey was administered pre- and post-ISPE and to a sample of non-participating students. Faculty and students were surveyed post-ISPE about outcomes and satisfaction. Focus groups were conducted with students from each profession. Students' attitudes toward team-based care improved significantly on the team value and team efficiency subscales of the ATHCT. There were significant differences in attitudes toward team-based care by profession. Faculty and student satisfaction with the ISPE was high. These findings contribute to the growing body of literature on efforts to generate positive attitudes toward interprofessional collaboration early in training, which may influence students' ability to be effective members of healthcare teams.

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    • "Simulation techniques immerse students in experiences, mimic real practice and have been shown to promote collaboration and improve patient safety (Cleland et al. 2009, Kyrkjebo et al. 2006, and Murdoch et al. 2013). Recent reports of combined IPE/simulation team training using high fidelity mannequins (Shrader et al. 2013), standardised patients (Wamsley et al. 2012), or hybrid simulations (Shrader et al. 2013, Kilminster et al. 2004, and Vyas et al. 2012) suggest outcomes include improved understanding of roles of other professionals and increased awareness of the importance of interprofessional communication for patient safety. Further, Shrader et al. (2013) found that effective interprofessional teamwork is associated with positive clinical outcomes. "
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    ABSTRACT: There is an increasing need to deliver high quality integrated health services which address expanding numbers and increasing complexity of clients attending for health and social care. Despite demands to educate a future health care workforce with the capacity to deliver integrated team based services to meet these needs there is little in the literature about interprofessional education (IPE) in community health. We developed and evaluated a unique pilot simulated interprofessional student supervised clinic, integrated into the practice in a rural community health service. Pairs of students from two different disciplines interviewed a volunteer simulated client (SC) representing a real client case, and prepared a health care plan for the SC. Thematic analysis revealed overlap between the two groups. Both groups saw it as a positive experience. Students' responses to a questionnaire revealed they increased their client focus, interacted more with the other disciplines and found it highly realistic and authentic. Analysis of phone interviews with SCs confirmed the realism. SCs also saw it as supporting students' learning for the real world, and acknowledged the importance of support for themselves. This project confirms the perceived value of practice-based IPE with SCs from the perspectives of students and SCs in social care.
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    • "Clinical reflection is an overall component of the clinical reasoning process and builds effective decision-making in medical and allied health students (Cox et al., 2006; Musolino & Mostrom, 2005; Roth, 1989; Royeen et al., 2001; Scaffa & Wooster, 2004; Van Gessel et al., 2003; Windish, 2000). Other studies examining interprofessional attitudes have shown that students who participate in case-based and experiential learning showed improvements in professional confidence and knowledge of their own professional roles following engagement with students in other professions (Jacobsen et al., 2009; Nørgaard et al., 2013; Wamsley et al., 2012). Students, who participated in interprofessional teams in the CARES course while providing patient care at a SRFC, demonstrated a statistically significant change on measures of clinical reasoning as well as interprofessional questions related to clinical reasoning. "
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    ABSTRACT: Abstract This article examines the benefits of a student run free clinic (SRFC) as a service learning experience for students in medicine, pharmacy, occupational therapy, physical therapy and physician assistant programs. We hypothesized that students who participate in an interprofessional service learning course and volunteer at a SRFC would demonstrate significant increases in perceptions and attitudes for working in interprofessional health care teams and clinical reasoning skills compared to students who did not participate. Three assessments were administered to an experimental and control group of pre-clinical students from medical, occupational therapy, physical therapy, pharmacy and physician assistant programs before and after participation in an interprofessional service-learning course and volunteering at the SRFC. The tools were the Interdisciplinary Education Perception Scale (IEPS), Readiness for Interprofessional Learning Scale (RIPLS) and the Self-Assessment of Clinical Reflection and Reasoning (SACRR). Students who completed the course had improvements in interprofessional perceptions and attitudes (p = 0.03) and perceptions of clinical reasoning skills when compared to the control group (p = 0.002). This study is novel as it examined students' perceptions of interprofessional attitudes and clinical reasoning following participation in an interprofessional service-learning course and participation in a SRFC.
    Full-text · Article · May 2014 · Journal of Interprofessional Care
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    • "It has been proposed that the overarching goal of IPE is to improve patient care outcomes through the promotion of teamwork and collaboration between various health professionals (Hammick et al., 2007). IPE has been identified as playing an important role in assisting students develop professional skills not otherwise covered in the curriculum, such as teamwork (Wamsley et al., 2012), the professional roles and responsibilities of themselves and other professionals (Jakobsen et al., 2011), effective interprofessional communication skills, centrality of patient to care delivery, and understanding professional stereotyping (Thistlethwaite, 2012). It has been asserted that these benefits have the potential to enhance patient safety (Aase et al., 2013). "
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    ABSTRACT: Interprofessional education is increasingly a core component of health professional curricula. It has been suggested that interprofessional education can directly enhance patient care outcomes. However, literature has reported many difficulties in its successful implementation. This study investigated students' perceptions of participating in an online, Web-based module to facilitate interprofessional education. Three focus groups, each with 13-15 students, from emergency health (paramedic), nursing, occupational therapy, physiotherapy, and nutrition and dietetics were conducted with students who participated in an online interprofessional education module at one Australian university. Thematic analysis was employed to analyze interview transcripts. Four themes emerged: professional understanding, patient-centeredness, comparison with other interprofessional education activities, and overcoming geographical boundaries. Students were overwhelmingly positive about their learning experiences and the value of the module in assisting their understandings of the roles of other health professionals. Online approaches to interprofessional education have the potential to enhance learning and overcome geographical and logistical issues inherent in delivering face-to-face interprofessional education. Furthermore, our design approach allowed students to watch how other health professionals worked in a way that they were unable to achieve in clinical practice.
    Full-text · Article · Jan 2014 · Nursing and Health Sciences
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