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MedEdPORTAL ; 15: 10791, 2019 01 04.
Artículo en Inglés | MEDLINE | ID: mdl-30800991


Introduction: The science of patient safety demonstrates that good communication is essential for effective interprofessional collaboration. Methods: We created a low-stakes, formative assessment with which medical students, pharmacy students, and nursing students could practice several of the Interprofessional Education Collaborative competencies. We aimed to enable students to practice collaborative care, respect for other disciplines, and shared accountability. Senior students from medicine, nursing, and pharmacy worked in teams to disclose a medical error to a standardized patient. The activity began with an icebreaker exercise wherein students learned about each other. Next, each team planned a strategy for error disclosure and collaboratively disclosed the error. Standardized patients evaluated the team's performance. Subsequently, students regrouped for a debriefing. The participating institutions administered a survey to their students. Results: In total, 1,151 students participated: 464 fourth-year students from the University of Houston College of Pharmacy, 450 third- and fourth-year students from Baylor College of Medicine, and 237 fourth-year students from Texas Woman's University Nelda C. Stark College of Nursing, all in Houston, Texas. Postsession survey data showed that students thought they achieved the relevant competencies. Students' understanding of the perspectives of the other two disciplines improved. Students found the simulation encounter and debriefing effective in helping them consider the contributions of other disciplines to patient care. Discussion: This interprofessional standardized patient activity enabled collaborative problem solving. The debriefing discussion broadened students' understanding of the expertise of the other disciplines and promoted shared accountability. Students found this activity engaging and effective.

MedEdPORTAL ; 13: 10595, 2017 Jun 15.
Artículo en Inglés | MEDLINE | ID: mdl-30800797


Introduction: Patient safety education is required in medical, nursing, and pharmacy training, and interprofessional education offers an ideal format for teaching the core concepts of patient safety. This training activity was developed to fulfill interprofessional education core competencies for communication and teamwork and was nested within a required patient safety course taught at a medical school. However, the activity can easily be adapted as a stand-alone offering that can be included in a preclinical doctoring course, offered as an elective, or hosted at a college of nursing or pharmacy. Our goal was to prepare learners for the clinical environment by providing a context for patient safety, communication, and teamwork. Methods: Students participate in a 1.5-hour large-group activity that explores a case from the perspectives of each discipline. Faculty from all three disciplines sequentially present and debrief the case using focused questions to guide students' reflections and interactions between team members. Results: We have presented this activity for 4 consecutive years. Students complete a questionnaire with retrospective pre-post ratings of their perspectives on the activity and its impact on their awareness of disciplinary roles and responsibilities, communication errors, and strategies for addressing interdisciplinary conflicts. Results show statistically significant increases in the items of interest. Discussion: This interprofessional education offering is effective in terms of increasing awareness and knowledge among members of three health care disciplines, improving awareness of potential kinds of communication errors, and helping students consider the role of interdisciplinary interactions.

Am J Pharm Educ ; 77(2): 27, 2013 Mar 12.
Artículo en Inglés | MEDLINE | ID: mdl-23519650


OBJECTIVE: To determine if there is a relationship between students' grades, gender, age, or ethnicity and their completion of course and/or faculty evaluations. METHODS: Data were collected and analyzed for relationships among students' gender, age, ethnicity, and course grade on their completion rates of course and faculty evaluations. RESULTS: The grade a student received in a course was not related to completion rates for course or faculty evaluations. Students born in 1987 or earlier were significantly more likely to complete course or faculty evaluations. Significant differences in completion rates were also found based on the course taken and the gender and ethnicity of the students. CONCLUSIONS: Several demographic characteristics were identified that correlated with the completion of course and/or faculty evaluations. However, no correlation was found with the grade a student receives in a course and completion of either course or faculty evaluations. In order to improve course and faculty evaluation rates, further analysis of the influence of demographics on completion rates is warranted.

Educación en Farmacia/estadística & datos numéricos , Docentes , Estudiantes de Farmacia/estadística & datos numéricos , Adulto , Factores de Edad , Recolección de Datos , Evaluación Educacional/métodos , Grupos Étnicos , Femenino , Humanos , Masculino , Factores Sexuales , Adulto Joven