Measuring the Long-term Impact of a High-fidelity Interprofessional Education Simulation Experience in Medical Students (1090-003572) (Research Abstract Professor Rounds: Group 6)
Start time: Friday, January 29, 2021, 11:30 AM End time: Friday, January 29, 2021, 12:30 PM Session Type: Research Abstracts (Completed Studies)
There is a gap in the academic literature evaluating the long-term impacts of student outcomes post-engagement in high-fidelity simulation (HFS) interprofessional education (IPE) experiences. The authors sought to investigate student perceptions of interprofessional skills after engagement in a HFS experience during the 2018-19 academic year and post-engagement in similarly focused HFS IPE experience one year later. The research question investigated was "do 3rd year medical students retain their perceptions of interprofessional skills after a high-fidelity IPE simulation post 1 year."
During the 2018-19 academic year, third year medical students engaged in a HFS IPE experience with undergraduate baccalaureate nursing students focused on Basic Life Support. Students voluntarily engaged in an electronic survey post-engagement in the learning activity. The survey included two perception subscales (Communication, and Roles and Responsibilities) from a validated inteprofessional skills assessment, the Interprofessional Collaborative Competencies Attainment Survey (ICCAS). During the 2019-20 academic year, the now 4th year medical students engaged in a high-fidelity simulation IPE experience with nurse anesthesia students focused on Advanced Cardiovascular Life Support, which also included a focus on interprofessional communication and roles. Students voluntarily engaged in an electronic survey that included the same ICCAS questions as the previous academic year. The analysis was carried out using the Wilcoxon signed-rank test.
Statistical significance (p<0.05) was found for changes in post-pre mean scores for both the communication and the roles and responsibilities ICCAS subscales after participation in the BLS and the ACLS experiences. No statistical significance was noted when comparing pre-mean scores in both ICCAS subscales across both academic years. However, statistical significance was found when comparing post-mean scores in both ICCAS subscales across both academic years, with higher post-mean scores after the ACLS experience.
The results indicated that students did not retain the same perception level in their interprofessional skills from 3rd year post-questions to 4th year pre-questions. However, their potential to improve their perception was seen by significantly higher means in 4th year post-questions compared to 3rd year post-questions. The ideal number of experiences throughout a student's academic journey is not yet defined. Implications from this research indicate IPE activities should be provided more often to prevent regression and support improvement in interprofessional skills, so that they are more prepared to collaborate post-graduation.