Incorporating a Virtual IP Team Based Course and Patient Centered Simulations for Health Science Students Through the Education for Clinical Interprofessional Simulation Excellence (EClIPSE) Program

Safe and effective healthcare requires the collaborative effort of numerous healthcare professionals, yet this need is not consistently addressed during student professional training. It is not only necessary to follow best practices in educating students in effective interprofessional (IP) communication and collaborative behaviors; it is essential that collaborative behaviors and patterns of communication are practiced during professional training. The Education for Clinical Interprofessional Simulation Excellence (EClIPSE) program at the Ohio State University provides a prime opportunity to optimize teamwork experiences during a crucial time in students’ professional development. EClIPSE, an IP simulation program, incorporates team rounding and collaborative patient-centered care for complex patients in a safe and controlled environment for students during their clinical education. Students participate in their professional roles in a meaningful, realistic setting with standardized patient actors before embarking on their professional practice careers. Over 300 simulation sessions involving more than 5,000 students from medical dietetics, medicine, nurse practitioner, clinical nurse leader, nursing, pharmacy, physical therapy, occupational therapy, respiratory therapy, speech therapy, and social work programs have participated in the first eight years. Evaluation data from the Simulation Effectiveness Tool and the Readiness of Interprofessional Learning Scale supports the success of the ECLIPSE program and will be highlighted during the presentation.

The literature supports the need for technology-driven instruction that will support the development of interpersonal communication and teamwork skills. Though simulation is the gold standard for IP education, it is difficult to provide an adequate “dose” of these experiences due to the logistical challenges of bringing professions together. To supplement our simulations, a team training course that expanded the Team STEPPS program was developed to decrease the gap in students’ IP communication and teamwork skills. Topics include communication, leadership, situational monitoring, mutual support, and shared decision making. The standard Team STEPPS program did not display representation from the professions participating in ECLIPSE simulations and so was adapted for our program. Our team created video vignettes to supplement and expand the breadth of professions represented. Students complete these modules just prior to participating in the simulations. This presentation will allow audience members to interactively participate in the virtual course using the original video vignettes. Fun and active learning strategies such as interactive audience polling and think-pair-share will be utilized to improve learning. This presentation will also discuss the implications of purposefully integrating training programs for student IP education.

Preliminary research data indicate a paucity of prior teamwork knowledge or experience and a need for innovative training methods to advance the outcomes of the ECLIPSE simulations.

As outcomes from this seminar, participants will be able to:

1. State strategies for developing a large scale grassroots IP education program

2. Increase skills in creating realistic, meaningful and patient centered interprofessional scenarios

3. List steps to building a virtual training based on Team STEPPS principles

Outline

1. IP program development strategies

a. Educational goals

b. Logistics

c. Case development

d. Outcomes

2. IP virtual course development best practices

a. Outline modules

b. Vignettes

c. Course implementation

d. Outcomes