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Interprofessional simulation training improves knowledge and teamwork in nursing and medical students during internal medicine clerkship
Author(s) -
Tofil Nancy M.,
Morris Jason L.,
Peterson Dawn Taylor,
Watts Penni,
Epps Chad,
Harrington Kathy F.,
Leon Kevin,
Pierce Caleb,
White Marjorie Lee
Publication year - 2014
Publication title -
journal of hospital medicine
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.128
H-Index - 65
eISSN - 1553-5606
pISSN - 1553-5592
DOI - 10.1002/jhm.2126
Subject(s) - medicine , nursing , hospital medicine , curriculum , debriefing , health care , teamwork , medical education , family medicine , psychology , pedagogy , political science , law , economics , economic growth
Simulation is effective at improving healthcare students' knowledge and communication. Despite increasingly interprofessional approaches to medicine, most studies demonstrate these effects in isolation. We enhanced an existing internal medicine curriculum with immersive interprofessional simulations. For ten months, third‐year medical students and senior nursing students were recruited for four, 1‐hour simulations. Scenarios included myocardial infarction, pancreatitis/hyperkalemia, upper gastrointestinal bleed, and chronic obstructive pulmonary disease exacerbation. After each scenario, experts in medicine, nursing, simulation, and adult learning facilitated a debriefing. Study measures included pre‐ and post‐tests assessing self‐efficacy, communication skills, and understanding of each profession's role. Seventy‐two medical students and 30 nursing students participated. Self‐efficacy communication scores improved for both (medicine, 18.9 ± 3.3 pretest vs 23.7 ± 3.7 post‐test; nursing, 19.6 ± 2.7 pretest vs 24.5 ± 2.5 post‐test). Both groups showed improvement in “confidence to correct another healthcare provider in a collaborative manner” (Δ = .97 medicine, Δ = 1.2 nursing). Medical students showed the most improvement in “confidence to close the loop in patient care” (Δ = .93). Nursing students showed the most improvement in “confidence to figure out roles” (Δ = 1.1). This study supports the hypothesis that interdisciplinary simulation improves each discipline's self‐efficacy communication skills and understanding of each profession's role. Despite many barriers to interprofessional simulation, this model is being sustained. Journal of Hospital Medicine 2014;9:189–192. © 2014 Society of Hospital Medicine

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