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BEGIN:VEVENT
DTSTAMP:20240325T185835Z
LOCATION:Salon A-4
DTSTART;TZID=America/Chicago:20240326T135200
DTEND;TZID=America/Chicago:20240326T141500
UID:HFESHCS_2024 International Symposium on Human Factors and Ergonomics i
 n Health Care_sess139_INDLEC294@linklings.com
SUMMARY:Learning from others: Scaling interprofessional simulation learnin
 g experiences to include all health professions learners.
DESCRIPTION:Oral Presentations\n\nMary Keehn (University of Illinois at Ch
 icago); Kathryn J. VanderZwan (University of Illinois Chicago); and Christ
 ine Park (College of Medicine, University of Illinois at Chicago)\n\nExper
 iential learning in the clinical environment is a critical component of he
 alth professional training. Some experiences such as working with a person
  with intellectual and developmental disability or experiencing a patient 
 death may not happen at all for some health profession’s students and like
 ly not often enough to any student to achieve comfort and competence in ma
 naging individual responses or their response as a member of the health ca
 re team. Students going through these experiences have limited opportunity
  to process and learn from the experience and may experience trauma becaus
 e of feeling unprepared or shamed by their responses. Simulation offers a 
 safe and effective environment for students to process their personal resp
 onses, to learn about how other team members have responded and to learn b
 ehaviors that can support the team’s ability to recover from the experienc
 e and prepare to respond more effectively in a subsequent encounter. \nAt 
 UIC, simulation has been used to provide interprofessional teams of studen
 ts the opportunity to experience emotionally and psychologically challengi
 ng situations. In one experience, “First Death” students participate in a 
 simulation during which a young adult patient comes to the emergency depar
 tment and subsequently dies. In a second experience, students participate 
 in a simulation of a clinic encounter with a young adult with intellectual
  disabilities and complex medical problems. Both simulation experiences in
 volve an interprofessional team. Participating learners complete these enc
 ounters and then participate in reflection on their individual responses t
 o the encounter followed by structured debriefing in which they learn abou
 t the responses of other learners and examine the response of the team as 
 a whole. The students’ reactions to these experiences show a positive impa
 ct on understanding the value of team based interprofessional care for mem
 bers of the team. While these experiences have had positive evaluation res
 ults, they have proven to be difficult to sustain and to scale to include 
 all health professions learners who could benefit. \nEducational simulatio
 n is an effective modality for learning interprofessional collaboration sk
 ills but access to simulation experiences is not uniform across health pro
 fessions programs and is even more rarely available to practicing health c
 are teams. The barriers to interprofessional simulation learning experienc
 es include some of the same things that are challenging for any interprofe
 ssional education and include scheduling, difference in the value placed o
 n interprofessional education across different health professions educatio
 n programs and health care systems, and potentially most critical is a lac
 k of shared commitment by education and practice leaders to overcoming the
 se barriers. \nThere are additional barriers specific to the use of simula
 tion in interprofessional education and team-based training. One of those 
 barriers is the relatively high costs of simulation. Simulation centers ar
 e expensive to build and operate, requiring significant investment that co
 mes from multiple funding sources. Health professions programs vary by num
 ber of students, lengths of the various programs, tuition paid, and the po
 wer to attract capital funding, philanthropic support and bring in grant f
 unding. A second barrier is access. Simulation centers are most often hous
 ed within a single college or program at an educational institution (most 
 often medicine and nursing). Very often other professions have access to t
 hose simulation resources for interprofessional education under the condit
 ion that the simulation experience includes students from the unit that “o
 wns” the simulation center. The result is uneven, or in many cases, there 
 is no access to simulation for students in other programs. It also results
  in simulation experiences that must be designed to include students from 
 the professions whose college owns the unit even when that might not be mo
 st realistic to the simulation experience. A final additional barrier is t
 he need for simulationists who have the expertise needed to design interpr
 ofessional simulation experiences.\nA potential solution to these barriers
  is to develop a shared resource model governed by an interprofessional te
 am that is situated within a unit that can serve as a neutral convener. A 
 central unit that can provide financial support and provide consultation o
 n the development of interprofessional simulation learning experience woul
 d be able to advise on the creation of learning experiences that includes 
 learners from health professions programs who might otherwise not be inclu
 ded. \nSuccess in garnering support for a centralized unit requires a well
 -designed evaluation plan that addresses resource, process and outcome mea
 sures across the educational and clinical environment.  An information man
 agement system that gathers data on the simulation experiences offered, th
 e cost, the participants as well as the learning outcomes and the impact o
 f the simulation on performance of clinical teams can be administered thro
 ugh a central unit.\n\nTrack: Simulation and Education\n\nSession Chairs: 
 Michael Boyce (Yale New Haven Health) and Carmen Van Ommen (Embry-Riddle A
 eronautical University)
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