Implementing a dental and pharmacy interprofessional telehealth simulation between two universities.

Abstract

Affiliated with Indiana University Interprofessional Practice and Education (IPE) Center, Indiana University School of Dentistry (IUSD) and Butler University College of Pharmacy (BUCOP) students participate in a competency-based, longitudinal foundational IPE curriculum, with three phases of learning activities: exposure, immersion, and entry to practice (https://ipe.iu.edu/education/teach). During COVID-19, the partnering institutions identified two challenges with the curriculum's immersion phase: (1) creating an authentic interprofessional experience and (2) synchronously connecting 196 learners from two universities online in interprofessional teams. A telehealth simulation was created, Dentistry—Pharmacy Collaborative Care Approach to Screening, Brief Intervention, and Referral to Treatment for Tobacco Cessation. Its goals were to: (1) present an authentic patient scenario using a multimedia approach, (2) identify an online learning environment for communication and collaboration, and (3) facilitate the understanding of roles and responsibilities in addressing a state health initiative.1-3 The Baker's Desirable Characteristics of Cases for Small Group Learning checklist (Table 1) was modified to guide simulation development.4 Before the simulation, all learners were responsible for reviewing profession-specific patient case material, including prerecorded standardized patient (SP) encounters. Pharmacy students viewed a video of the SP interacting with the pharmacist in a retail setting, whereas the dental students’ video depicted the same SP as a new patient in the dental office. The videos were recorded from the dentist's or pharmacist's perspective to simulate the students’ respective roles in the scenario. Furthermore, each profession's video provided unique details of the patient's medical history, requiring learners to work collaboratively to gain a complete understanding of the patient's history. Recognize the strengths that individuals bring to teams, regardless of discipline and formal role Consider how similarities and differences across professions influence patients’ understanding of health and health-care priorities Describe health and healthcare as inclusive of individuals, populations, and communities Explain how all members of the health-care team share accountability to improve outcomes relevant to prevention and healthcare Demonstrate effective methods of collaborating with team members to clarify each person's responsibilities Discuss the importance of teamwork in person-centered and community focused care Demonstrate active listening while encouraging ideas and opinions of others Identify ways in which to improve team performance During the IPE session, faculty provided an orientation on Zoom (ZVC, San Jose, CA). Then, using breakout rooms, students and facilitators (7:1) were divided into designated interprofessional teams to simulate the telehealth team huddle. During the huddle, students discussed the unique information presented to them in the profession-specific SP videos and collaboratively developed a tobacco cessation plan for their mutual patient. Facilitators evaluated their teams’ frequency of collaborative behaviors using a modified Performance Assessment for Communication and Teamwork Simulation Observational Tool, which included 13 items evaluating team structure, leadership, situation monitoring, mutual support, and communication.5 At the simulation's conclusion, facilitators debriefed their teams, and post-session surveys were immediately completed by students (48 items) and facilitators (9 items). Survey response rates (Tables 2 and 3) were 94.8% (92 of 97) for dental students and 100% for pharmacy students (99) and facilitators (28). Responses suggested the telehealth team huddle simulation provided students with an authentic learning experience. Respondents reported the IPE session and team behaviors were overall positive, relevant, and realistic. However, future emphasis of assigned roles and responsibilities may improve interprofessional interactions. Factors potentially affecting the attainment of intended objectives include: (1) students from two different universities in different years of professional studies and (2) different program-specific requirements. Although further development and alignment of respective uniprofessional curricula may enhance student attainment of learning objectives, the approach used to develop the simulation is applicable to other educational initiatives in which collaboration is needed for successful outcomes.