Online Program

Multidisciplinary Simulation: Effective Competency-Building Exercise for Interprofessional Health Practice

Tuesday, November 3, 2015

Alexander Krengel, MPH, Department of Health Management & Policy, Drexel University School of Public Health, Philadelphia, PA
Evan Gooberman, MPH, Department of Health Management & Policy, Drexel University School of Public Health, Haddonfield, NJ
Kathleen Ryan, MD, FACP, Medical Simulation Center, Drexel University College of Medicine, Philadelphia, PA
A simulation workshop involving public health, medical, informatics, and law students was held in the fall of 2014. The goal was to demonstrate potential for the collaborative capacity-building of future health professionals aligned with competencies highlighted by the Interprofessional Education Collaborative (IPEC) (2011). Students volunteered to participate. Two randomly assigned, discipline-representative groups participated in team-building exercises, six fifty-minute simulations and debrief. Groups were purposively reassigned after the first three simulations to facilitate teamwork and communication skills-building.

Three simulations were clinically based, involving simulated patients; three were non-clinical, confronting issues in the administration, organization, functioning and intent of the US health system. The four major IPEC competencies are: values & ethics, roles & responsibilities, communication and teamwork. The pre-post survey evaluation was mixed methods and contained 61 5-point Likert items grouped in six summary scales. Questions regarding clinical or non-clinical disposition (a potential false dichotomy) and competency & knowledge supplemented the four competency areas. Paired parametric analysis of the Likert summary scales was performed, finding attitudinal change in competency & knowledge (p<0.001), roles & responsibilities (p<0.001), communication (p=0.0146) and teamwork (p<0.001) (n=15).

Our findings suggest that this model for interprofessional health education presents a promising opportunity to improve systems-thinking, collaborative capital, and key competencies in future professionals. Establishing networks, understanding the roles of and having the capacity to work effectively with other professionals are extremely important skills. To prepare their students for excellence in dynamic and unpredictable environments, professional degree programs should emphasize co-curricular interprofessional development that incorporates IPEC’s competency framework.

Learning Areas:

Administration, management, leadership
Ethics, professional and legal requirements
Other professions or practice related to public health
Provision of health care to the public
Systems thinking models (conceptual and theoretical models), applications related to public health

Learning Objectives:
Identify opportunities for improving health professional education and training, to make it more collaborative.

Keyword(s): Workforce Development

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I am the co-principal developer and evaluator of the program being presented. I developed the idea, methods and evaluations for the interprofessional health simulations described in the presentation. This program took two months to develop and evaluate and has now been transitioned to future student and faculty at Drexel University.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.