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Establishing trust within interprofessional teams with a novel simulation activity in the pediatric clerkship.
Huth, Kathleen; Growdon, Amanda S; Stockman, Leah S; Brett-Fleegler, Marisa; Shannon, M Teresa; Taylor, Matthew; Hundert, Edward S; Kesselheim, Jennifer C.
Affiliation
  • Huth K; Physician, Department of Pediatrics, Boston Children's Hospital, Boston, MA, USA.
  • Growdon AS; Pediatrics, Harvard Medical School, Boston, MA, USA.
  • Stockman LS; Pediatrics, Harvard Medical School, Boston, MA, USA.
  • Brett-Fleegler M; Department of Pediatrics, Boston Children's Hospital, Boston, MA, USA.
  • Shannon MT; Department of Medical Oncology, Dana-Farber Cancer Institute, Boston, MA, USA.
  • Taylor M; Physician, Division of Emergency Medicine, Boston Children's Hospital, Harvard Medical School, Boston, MA, USA.
  • Hundert ES; East Nurse Education Coordinator, Boston Children's Hospital, Boston, MA, USA.
  • Kesselheim JC; Curriculum Development Manager, Simulator Program, Boston Children's Hospital, Boston, MA, USA.
J Interprof Care ; : 1-6, 2020 Dec 08.
Article in En | MEDLINE | ID: mdl-33290114
Interprofessional trust is essential for effective team-based care. Medical students are transient members of clinical teams during clerkship rotations and there may be limited focus on developing competency in interprofessional collaboration. Within a pediatric clerkship rotation, we developed a novel simulation activity involving an interprofessional conflict, aiming to foster trusting interprofessional relationships. Active participants included a nurse educator and a medical student participant, with additional students using a checklist to actively observe. The debrief focused on teaching points related to interprofessional competencies and conflict resolution. Students completed a written evaluation immediately following the simulation. Descriptive statistics were used to analyze Likert-type scale questions. Conventional content analysis was used to analyze open-ended responses. Two hundred and fourteen students participated in the simulation between June 2018-June 2019. Most students indicated that the simulation was effective (86%) and improved their confidence to constructively manage disagreements about patient care (88%). Students described anticipated changes in practice including developing their role on the interprofessional team as a medical student, developing a shared mental model, and establishing a shared goal. Our findings suggest that simulation-based learning may present an opportunity for developing interprofessional trust in academic health centers.
Key words

Full text: 1 Database: MEDLINE Type of study: Prognostic_studies Language: En Journal: J Interprof Care Journal subject: SERVICOS DE SAUDE Year: 2020 Type: Article Affiliation country: United States

Full text: 1 Database: MEDLINE Type of study: Prognostic_studies Language: En Journal: J Interprof Care Journal subject: SERVICOS DE SAUDE Year: 2020 Type: Article Affiliation country: United States