Abstract
The care of the older adult requires an interprofessional approach to solve complex medical and social problems, but this approach is difficult to teach in our educational silos. We developed an interprofessional educational session in response to national requests for innovative practice models that use collaborative interprofessional teams. We chose geriatric fall prevention as our area of focus as our development of the educational session coincided with the development of an interprofessional Fall Risk Reduction Clinic. Our aim of this study was to evaluate the number and type of students who attended a pilot and 10 subsequent educational sessions. We also documented the changes that occurred due to a Plan-Do-Study-Act (PDSA) rapid-cycle improvement model to modify our educational session. The educational session evolved into an online presession self-study didactic and in-person educational session with a poster/skill section, an interprofessional team simulation, and simulated patient experience. The simulated patient experience included an interprofessional fall evaluation, team meeting, and presentation to an expert panel. The pilot session had 83 students from the three sponsoring institutions (hospital system, university, and medical university). Students were from undergraduate nursing, nurse practitioner graduate program, pharmacy, medicine, social work, physical therapy, nutrition, and pastoral care. Since the pilot, 719 students have participated in various manifestations of the online didactic plus in-person training sessions. Ten separate educational sessions have been given at three different institutions. Survey data with demographic information were available on 524 participants. Students came from ten different schools and represented thirteen different health care disciplines. A large-scale interprofessional educational session is possible with rapid-cycle improvement, inclusion of educators from a variety of learning institutions, and flexibility with curriculum to accommodate learners in various stages of training.
Highlights
IntroductionGeriatric medical educators have recognized the need to emphasize multidisciplinary team care as a core competency [2]
Introduction e Institute ofMedicine (IOM) report from the Committee on the Future Health Care Workforce for Older Americans says that all licensure of medical professionals should require documentation on the competence in the care for older adults [1]
We developed an interprofessional educational session in response to national requests for innovative practice models that use collaborative interprofessional teams
Summary
Geriatric medical educators have recognized the need to emphasize multidisciplinary team care as a core competency [2]. Over the last 16 years, multiple studies have highlighted the benefits of interprofessional education (IPE) to improve knowledge and skills needed for collaborative behavior at all levels of training in the health care field [3,4,5,6,7]. National and international trends in health care education reflect the desire to provide students with IPE [9,10,11,12,13]. Students typically report enhanced realism and immediate feedback provided from standardized patients in medical simulation in comparison to more traditional methodologies [19]. Provide simulation case information Guide simulated IP team patient meeting Provide feedback/hear concerns
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