PG25 Large group interprofessional education on simulation

Abstract

Background Interprofessional education can provide better professional outcomes in areas like professionalism, empathy, and communication.1 2 Simulation is one of the best ways for interprofessional health care training. Summary of Work The session was planned as a 90-minute session on empathy which was relevant to the undergraduate curriculum followed by a session on reflection for 60 minutes. The participants were 250 students comprising both medical and nursing undergraduate students. The students were asked to sit in pairs – with a Student nurse with a medical student. They were divided into 10 groups and 2 spokespersons-one medical and nursing in each group were assigned. All the students were asked to fill the pre-course questionnaire and then had an introduction to each other so that all knew their partners’ details. The activities to promote interprofessional activities included, to discuss what qualities or behaviors a professional doctor or nurse will have, to Critique the behavior of doctor and the behavior of nurse, The interprofessional simulation education included professionalism; demonstrate the ability to communicate to patients in a patient, respectful, nonthreatening, non- judgmental and empathetic manner; reflective practice. Following it, the groups were asked to reflect on the breaking bad news session, they were given 15 minutes to write and 15 minutes to exchange and critique. The post-course questionnaire was then submitted online. Summary of Results Analysis of the questionnaire showed that the students’ understanding of reflection (26.2% to 42.1%) and their confidence to reflect (22.6% to 37.8%) had increased post-session. Most of them enjoyed the session (76.9%) and their confidence in defining the qualities of a professional person (26.2% to 49.4%) and breaking bad news (16.3% to 32.9%) had increased. Discussion and Conclusion Large group simulation-based education is a major challenge in tertiary hospitals of countries like India. This inter-professional education shows the feasibility of providing simulation-based training for essential healthcare aspects of professionalism, empathy, and communication Recommendations Healthcare education should be reorganized to include interprofessional simulation-based education for essential healthcare behaviors. References Margaret Costello, et al. Simulation as an effective strategy for Interprofessional education. Clinical Simulation in Nursing 2017;13(12):624–27. Moyer, Susan. ( 2016). Large group simulation: using combined teaching strategies to connect classroom and clinical learning. Teaching and learning in nursing. 10.1016/j.teln.2016.01.002.