How a Structured Faculty Development Program Mitigate the Learning Loss during COVID-19 by Providing the Educational Goals of Interprofessional Education (IPE) Simulation through Distance Learning: An Experience in a Small University Simulation Center (1090-004186) (Developmental Research Projects: Distanced and Virtual Education (By Invitation Only))
Start time: Friday, February 5, 2021, 2:00 PM End time: Friday, February 5, 2021, 3:00 PM Session Type: Research Study Development and Presentation Program Abstracts
Engaging faculty in virtual simulation-based interprofessional education training adds yet another layer of a barrier to effectively providing such training. Barriers include faculty readiness for distance learning, scheduling conflict, faculty buy-in, logistics, and technology constraints. While simulation center activities are at a halt due to COVID 19 required social distancing, students learning is and should be an ongoing goal. In this study, our main objective is to mitigate the potential students’ learning loss by bridging faculty and student via a virtual hospital encounter. The specific objectives are to 1) improve the students’ interprofessional collaboration for patient care; 2) to enhance the students’ skills in communicating effectively in managing and resolving a crisis.
Six sessions of IPE simulation faculty development were conducted to prepare the faculty on how to deliver a virtual IPE simulation training to the learners. The clinical faculty participants consisted of 15 medical, nine nursing, 23 pharmacy, and two physician assistants. Faculty were given the training to teach IPE simulation to 66 medical, 59 nursing, 104 pharmacy, 25 physician assistant students. The faculty developed case scenarios with the learning objective of bringing together students and faculty from different healthcare disciplines. The students learning objectives were: 1) be able to work collaboratively as a team in providing patient care; 2) to be able to communicate effectively in managing and resolving a crisis. We used Non-technical and Cognitive Skills (NTCS) tool, pre and post Interdisciplinary Education Perception (IDEP) survey, SP checklist, faculty and student evaluation of the simulation, the learners’ assessment of the faculty, to assess expected outcomes.
We have collected both qualitative and quantitative data on student learning outcomes. Our preliminary findings show a high level of engagement by both faculty and the learners. The majority of the students also obtained high rating scores in executing established protocol sequences correctly and timely, initiating critical treatments in a timely manner, engaging in teamwork and effective communication, and exercising good diagnostic decision-making skills. The result of the student self-reflection shows some variability. However, 70% of students rated themselves highly in their performance, while 30% gave themselves lower scores. Pre and post- IDEP survey showed an increase in professional perception of respect, self-worth, understanding, and collaboration. The faculty debriefing skills evaluated by the students resulted in a rating of good to extremely effective debriefing.
Co-Presenter: Daphne Calmes, MD, Charles R. Drew University College of Medicine About the co-presenter: I am currently involved with medical education and I am particularly interested in the use of clinical simulation to improve the clinical skills of medical students.
Disclosure: No financial relationships with ineligible companies.