Development and Implementation of an Interprofessional Telehealth Simulated Learning Activity

This interprofessional seminar will describe the design and implementation of a telehealth simulation for medical, pharmacy and physician assistant students utilizing standardized patients. Student teams work collaboratively to interview and assess a patient and review records including lab values and test results; formulate a care plan, communicate the plan to a standardized final year medical student, and provide patient education. Team performance is assessed using a clinical checklist spanning three domains: information gathering, treatment recommendations, and monitoring for safe and effective care. Team behaviors are assessed with a modified Jefferson Team Observation Guide. At the conclusion of the simulation, student teams participate in a combined debrief to discuss team engagement and clinical points of the case. Debrief discussions are led by at least two different health professionals and always include a pharmacy and medicine faculty member from multiple university campuses and health systems.

At the conclusion of this seminar, participants will be able to:

1. identify key steps and considerations necessary to convert a simulated interprofessional learning activity to telehealth format;
2. describe assessment strategies utilized in the telehealth simulation; and
3. formulate a plan to implement a similar learning experience with viable partners, regardless of geographic distance of campus or programs.

The Summit Theme of Innovations in Interprofessional Learning: in Practice and/or Education and Sub-Theme: Online, virtual, simulation and technology facilitated interprofessional learning will be addressed in two parts. First, attendees will participate in an interactive session where the presenters describe the interprofessional simulation as well as its telehealth adaptation/evolution. Next, breakout sessions will facilitate participants’ understanding of steps and considerations necessary to implement or adapt a similar activity.

Program Background: Description and background of the original simulation activity, and how the simulation was adapted for a telehealth format due to the COVID-19 pandemic. These key considerations will be addressed: technology platform, logistics of implementing the virtual simulation (case modification, student engagement, scheduling, communication), and program support and sustainability. Student team performance outcomes, participant feedback data, and lessons learned will be shared.

Breakout sessions will address a variety of themes/challenges allowing participants to self-select their topic of interest. Breakout sessions could include a) Adapting existing IPE simulations: case modification, student engagement, technology b) Program support: personnel and cost c) Program outcomes: student performance and participant feedback d) Virtual versus In-Person: benefits and drawbacks.

Conclusion: Breakout session leaders share key points and answer participant questions. Future program plans will be briefly noted including engagement of student learners at regional campuses to maximize resources and extend collaboration as well as development of new cases to include ambulatory care and mental health topics.

Attendees will gain skills and practical knowledge that will enable them to design and implement a similar virtual, simulated learning activity. The audience will be engaged in active learning through poll questions and break-out discussion groups to brainstorm ways to overcome system barriers to implementation and strategies to equip and train facilitators for an online simulated learning activity.