scholarly journals From ideal to real: a qualitative study of the implementation of in situ Interprofessional Simulation-Based Education

2021 ◽  
Author(s):  
Mindy Ju ◽  
Naike Bochatay ◽  
Kathryn Robertson ◽  
James Frank ◽  
Bridget O’Brien ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Qualitative Case Study ◽  
Psychological Safety ◽  
Considerable Variability ◽  
Interprofessional Teamwork ◽  
Simulation Based ◽  
Competency Based ◽  
The Ideal

Abstract Background: Despite the widespread adoption of interprofessional simulation-based education (IPSE) in healthcare as a means to optimize interprofessional teamwork, data suggest that IPSE may not achieve these intended goals due to a gap between the ideals and the realities of implementation. Methods: We conducted a qualitative case study that used the framework method to understand what and how core principles from guidelines for interprofessional education (IPE) and simulation-based education (SBE) were implemented in existing in situ IPSE programs. We observed simulation sessions and interviewed facilitators and directors at seven programs. Results: We found considerable variability in how IPSE programs apply and implement core principles derived from IPE and SBE guidelines with some principles applied by most programs (e.g., “active learning”, “psychological safety”, “feedback during debriefing”) and others rarely applied (e.g., “interprofessional competency-based assessment”, “repeated and distributed practice”). Through interviews we identified that buy-in, resources, lack of outcome measures, and power discrepancies influenced the extent to which principles were applied. Conclusion: To achieve IPSE’s intended goals of optimizing interprofessional teamwork, programs should transition from designing for the ideal of IPSE to realities of IPSE implementation.

scholarly journals Application of a Simulation-Based Interprofessional Teamwork Assessment Tool (SITAT) to Individual Student Performance in a Team-Based Simulation

2021 ◽  
Vol 8 ◽  
pp. 238212052110424
Author(s):  
Brittany J Daulton ◽  
Laura Romito ◽  
Zach Weber ◽  
Jennifer Burba ◽  
Rami A Ahmed
Keyword(s):  
Student Performance ◽  
Internal Consistency ◽  
Interprofessional Education ◽  
Interrater Reliability ◽  
Assessment Tool ◽  
Individual Performance ◽  
Individual Student ◽  
Interprofessional Teamwork ◽  
Significant Difference ◽  
Simulation Based

There are a very limited number of instruments to assess individual performance in simulation-based interprofessional education (IPE). The purpose of this study was to apply the Simulation-Based Interprofessional Teamwork Assessment Tool (SITAT) to the individualized assessment of medicine, pharmacy, and nursing students (N = 94) in a team-based IPE simulation, as well as to explore potential differences between disciplines, and calculate reliability estimates for utilization of the tool. Results of an analysis of variance provided evidence that there was no statistically significant difference among professions on overall competency ( F(2, 91)  =  0.756, P  = .472). The competency reports for nursing ( M = 3.06, SD = 0.45), medicine ( M = 3.19, SD = 0.42), and pharmacy ( M = 3.08, SD = 0.49) students were comparable across professions. Cronbach's alpha provided a reliability estimate of the tool, with evidence of high internal consistency ( α = .92). The interrater reliability of the SITAT was also investigated. There was moderate absolute agreement across the 3 faculty raters using the 2-way mixed model design and “average” unit (kappa = 0.536, P = .000, 95% CI [0.34, 0.68]). The novel SITAT demonstrates internal consistency and interrater reliability when used for evaluation of individual performance during IPE simulation. The SITAT provides value in the education and evaluation of individual students engaged in IPE curriculum.

scholarly journals Development of a Simulation-Based Interprofessional Teamwork Assessment Tool

2019 ◽  
Vol 11 (2) ◽  
pp. 168-176
Author(s):  
Zia Bismilla ◽  
Tehnaz Boyle ◽  
Karen Mangold ◽  
Wendy Van Ittersum ◽  
Marjorie Lee White ◽  
...  
Keyword(s):  
Delphi Method ◽  
Rating Scale ◽  
Assessment Tool ◽  
Ease Of Use ◽  
Validity Evidence ◽  
Interprofessional Teamwork ◽  
Point Rating Scale ◽  
Simulation Based ◽  
Competency Based ◽  
Trainee Competence

ABSTRACT Background  The Accreditation Council for Graduate Medical Education (ACGME) Milestone projects required each specialty to identify essential skills and develop means of assessment with supporting validity evidence for trainees. Several specialties rate trainees on a milestone subcompetency related to working in interprofessional teams. A tool to assess trainee competence in any role on an interprofessional team in a variety of scenarios would be valuable and suitable for simulation-based assessment. Objective  We developed a tool for simulation settings that assesses interprofessional teamwork in trainees. Methods  In 2015, existing tools that assess teamwork or interprofessionalism using direct observation were systematically reviewed for appropriateness, generalizability, adaptability, ease of use, and resources required. Items from these tools were included in a Delphi method with multidisciplinary pediatrics experts using an iterative process from June 2016 to January 2017 to develop an assessment tool. Results  Thirty-one unique tools were identified. A 2-stage review narrowed this list to 5 tools, and 81 items were extracted. Twenty-two pediatrics experts participated in 4 rounds of Delphi surveys, with response rates ranging from 82% to 100%. Sixteen items reached consensus for inclusion in the final tool. A global 4-point rating scale from novice to proficient was developed. Conclusions  A novel tool to assess interprofessional teamwork for individual trainees in a simulated setting was developed using a systematic review and Delphi methodology. This is the first step to establish the validity evidence necessary to use this tool for competency-based assessment.

scholarly journals Competency-Based Education: Examining Educators’ Experiences

2021 ◽  
Author(s):  
Andrea Bingham ◽  
Matthew Adams ◽  
Randall Lee Stewart
Keyword(s):  
Qualitative Case Study ◽  
Instructional Model ◽  
Competency Based Education ◽  
Competency Based ◽  
K 12

Competency-based education (CBE) is an increasingly popular instructional model in K-12 schools. In this qualitative case study, we examine how teachers make sense of CBE, and what challenges they in implementing a CBE model. We find that CBE teachers’ teaching identities had to undergo a shift to truly engage in CBE. Rather than acting as conveyors and assessors of knowledge, teachers had to construct their classrooms in a way that engaged and supported students in owning their own learning. We also found that educators face challenges around time, communication, and alignment.

scholarly journals Residents’ perceptions of simulation as a clinical learning approach

2017 ◽  
Vol 8 (1) ◽  
pp. e76-87 ◽  
Author(s):  
Catharine M Walsh ◽  
Ankit Garg ◽  
Stella L Ng ◽  
Fenny Goyal ◽  
Samir C. Grover
Keyword(s):  
Qualitative Case Study ◽  
A Priori ◽  
Learning Opportunities ◽  
Skills Development ◽  
Clinical Learning ◽  
Problem Framing ◽  
Simulation Based ◽  
Qualitative Descriptive ◽  
Present Simulation

Background: Simulation is increasingly being integrated into medical education; however, there is little research into trainees’ perceptions of this learning modality. We elicited trainees’ perceptions of simulation-based learning, to inform how simulation is developed and applied to support training.Methods: We conducted an instrumental qualitative case study entailing 36 semi-structured one-hour interviews with 12 residents enrolled in an introductory simulation-based course. Trainees were interviewed at three time points: pre-course, post-course, and 4-6 weeks later. Interview transcripts were analyzed using a qualitative descriptive analytic approach.Results: Residents’ perceptions of simulation included: 1) simulation serves pragmatic purposes; 2) simulation provides a safe space; 3) simulation presents perils and pitfalls; and 4) optimal design for simulation: integration and tension. Key findings included residents’ markedly narrow perception of simulation’s capacity to support non-technical skills development or its use beyond introductory learning.Conclusion: Trainees’ learning expectations of simulation were restricted. Educators should critically attend to the way they present simulation to learners as, based on theories of problem-framing, trainees’ a priori perceptions may delimit the focus of their learning experiences. If they view simulation as merely a replica of real cases for the purpose of practicing basic skills, they may fail to benefit from the full scope of learning opportunities afforded by simulation. 

scholarly journals The Rockcastle Project: A Case Study of Interprofessional Clinical Education and Practice in a Rural Medical Center

2011 ◽  
Author(s):  
Dana Howell ◽  
Lynn English ◽  
Judith Page
Keyword(s):  
Rural Communities ◽  
Clinical Education ◽  
Interprofessional Education ◽  
Medical Center ◽  
Learning Experience ◽  
Pilot Project ◽  
Interprofessional Teamwork ◽  
Organizational Partnerships ◽  
Area Health

The purpose of this pilot project was to provide an interprofessional, evidence-based learning experience for students in three disciplines during a four-week period in a rural hospital. Methods: This project is described as a case study and included students and faculty from two universities, personnel from an Area Health Education Center, and hospital practitioners in three health care disciplines. Project planners designed and carried out an interprofessional clinical course, which included one student in each of three disciplines: occupational therapy, physical therapy and communication sciences and disorders. Planning included establishing a course description, objectives, course requirements, and outcome measures. Results: During a four week period, the students met regularly, performed a patient examination together, and presented results of the examination in the form of a plan of care, mentored by supervisors in corresponding disciplines. The Interdisciplinary Education Perception Scale (IEPS) was completed by students prior to and at the conclusion of the four weeks to assess attitudes toward interprofessional education. Scores on the IEPS increased for all three students and an overall increase of positive perceptions of the other disciplines was noted.Conclusion: Opportunities such as the Rockcastle Project foster university, clinical, and organizational partnerships within rural communities and promote interprofessional teamwork.

scholarly journals Intersections of power: videoconferenced debriefing of a rural interprofessional simulation team by an urban interprofessional debriefing team

2021 ◽  
Author(s):  
Kathleen Dalinghaus ◽  
Glenn Regehr ◽  
Laura Nimmon
Keyword(s):  
Power Dynamics ◽  
Power Relationships ◽  
Rural And Remote ◽  
Structured Interviews ◽  
Remote Communities ◽  
Relational Dynamics ◽  
Simulation Based ◽  
Videoconferencing Technology

Abstract Introduction Simulation as an educational tool is known to have benefits. Moreover, the use of simulation in continuing interprofessional development is vital in rural and remote communities with limited case volumes and resources. This study explored power dynamics between rural simulation participants and urban expert co-debriefers during a simulated operating room crisis and debriefing. The aim is to gain a rich understanding of rural/urban relational dynamics embedded within the constraints and affordances of videoconferencing technology. Methods In situ observations of a videoconference-enabled simulation and debriefing were conducted, followed by seven semi-structured interviews, in this qualitative case study. A sociomateriality lens with additional sensitizing concepts of power from critical theory was employed to explore human and nonhuman interactions between rural learners, urban co-debriefers, and videoconferencing technology. Results The interviews exposed subtle expressions of power dynamics at play that were curiously not observable in the enactment of the exercise. Rural learners appreciated the objectivity of the urban debriefers as well as the nurse/physician dyad. However, rural participants appeared to quietly dismiss feedback when it was incongruent with their context. Videoconference technology added both benefits and constraints to these relational dynamics. Discussion Awareness of power relationships, and insights into affordances and constraints of videoconferencing may enhance operationalization of interprofessional simulation-based education (SBE) in rural and remote contexts.

scholarly journals No Longer out of Reach: Blended Competency-Based College Models for Accelerating Higher Education for Refugee Students

2020 ◽  
Vol 12 (Winter) ◽  
pp. 61-80
Author(s):  
Meagan Hoff ◽  
Khaleel Shreet
Keyword(s):  
Higher Education ◽  
College Readiness ◽  
Ecological Model ◽  
Qualitative Case Study ◽  
Forced Displacement ◽  
Refugee Students ◽  
Competency Based

Higher education offers a pathway to gain or recuperate professional credentials, particularly after experiencing forced displacement. Yet only 1% of refugees pursue postsecondary studies due, in part, to numerous obstacles on that path to college. The purpose of this study was to understand how a competency-based college program facilitates access to college for students from refugee backgrounds. This paper details the findings from a qualitative case study with refugee-background students enrolled in a college program that combines a competency-based model with in-person support. Using the ecological model of college readiness, we found that refugee students benefited from a combination of the project-based program format coupled with in-person support.

scholarly journals Transparency and Coherence in a Doctoral Study Case Analysis: Reflecting on the Use of NVivo within a 'Framework' Approach

2019 ◽  
Author(s):  
Marjorie Bonello ◽  
Ben Meehan
Keyword(s):  
Data Analysis ◽  
Interprofessional Education ◽  
Qualitative Data ◽  
Qualitative Case Study ◽  
Qualitative Data Analysis ◽  
Doctoral Study ◽  
Case Study Analysis ◽  
Framework Approach ◽  
Study Case

This article describes and reflects on the analytical process undertaken on a qualitative case study analysis exploring the concept of interprofessional education (IPE) in Malta. The analysis which employed the ‘Framework’ approach executed by qualitative data analysis (QDAS) software, specifically NVivo, served to produce an audit trail eliciting how the data, findings, interpretations and subsequent conclusions were all tracked and grounded in the raw data. This paper offers a reflective account of my experience in using NVivo highlighting the potential of this software as facilitating a more rigorous and transparent approach to qualitative data analysis.

Qualitative Case Study Research Design

2015 ◽  
Vol 25 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Jennifer Tetnowski
Keyword(s):  
Research Design ◽  
Real World ◽  
Qualitative Case Study ◽  
Case Study Research ◽  
Study Research

Qualitative case study research can be a valuable tool for answering complex, real-world questions. This method is often misunderstood or neglected due to a lack of understanding by researchers and reviewers. This tutorial defines the characteristics of qualitative case study research and its application to a broader understanding of stuttering that cannot be defined through other methodologies. This article will describe ways that data can be collected and analyzed.

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