Stockert Brad, Ohtake Patricia J
From the Department of Physical Therapy (B.S.), California State University, Sacramento, CA; and Department of Rehabilitation Science (P.J.O.), University at Buffalo, Buffalo, NY.
Simul Healthc. 2017 Oct;12(5):298-303. doi: 10.1097/SIH.0000000000000231.
There is growing recognition that collaborative practice among healthcare professionals is associated with improved patient outcomes and enhanced team functioning, but development of collaborative practitioners requires interprofessional education (IPE). Immersive simulation, a clinically relevant experience that deeply engages the learner in realistic clinical environments, is used increasingly for IPE. The purpose of this study was to assess the use of immersive simulation as a strategy for IPE in physical therapist (PT) education programs.
During fall 2014 and spring 2015, we contacted all 214 Commission on Accreditation in Physical Therapy Education accredited PT education programs in the United States and invited a faculty member to participate in our online survey.
One hundred fourteen PT programs responded (53% response rate). Eighty responding programs (70%) identified themselves as users of immersive simulation, and 45 programs (39%) used simulation for IPE. Of these 45 programs, more than 90% included Interprofessional Education Collaborative competency learning objectives of roles/responsibilities, interprofessional communication, and teams/teamwork and 51% reported learning objectives for values/ethics for interprofessional practice. Interprofessional simulations with PT students commonly included nursing (91%). In programs using immersive simulation for IPE, 91% included debriefing and 51% included debriefing by interprofessional teams.
Eighty accredited PT programs (70%) that responded to the survey use immersive simulation, and 45 programs (39%) use simulation for IPE. Most programs conduct simulations consistent with recognized best practice, including debriefing and Interprofessional Education Collaborative competency learning objectives for promoting interprofessional collaborative practice. We anticipate an increase in the use of immersive simulation for IPE as an educational strategy to comply with the revised Commission on Accreditation in Physical Therapy Education accreditation standards related to interprofessional collaborative practice that will become effective on January 1, 2018.
人们越来越认识到医疗保健专业人员之间的协作实践与改善患者预后及增强团队功能相关，但培养协作型从业者需要跨专业教育（IPE）。沉浸式模拟是一种与临床相关的体验，能让学习者深度参与到现实临床环境中，越来越多地用于跨专业教育。本研究的目的是评估沉浸式模拟作为物理治疗师（PT）教育项目中跨专业教育策略的使用情况。
在2014年秋季和2015年春季，我们联系了美国物理治疗教育认证委员会认证的所有214个物理治疗教育项目，并邀请一名教员参与我们的在线调查。
114个物理治疗项目做出了回应（回应率为53%）。80个做出回应的项目（70%）表明自己是沉浸式模拟的使用者，45个项目（39%）将模拟用于跨专业教育。在这45个项目中，超过90%纳入了跨专业教育协作能力学习目标，即角色/职责、跨专业沟通以及团队/团队合作，51%报告了跨专业实践中价值观/伦理的学习目标。与物理治疗专业学生进行的跨专业模拟通常包括护理专业学生（91%）。在将沉浸式模拟用于跨专业教育的项目中，91%包括汇报环节，51%包括由跨专业团队进行汇报。
参与调查的80个获得认证的物理治疗项目（70%）使用沉浸式模拟，45个项目（39%）将模拟用于跨专业教育。大多数项目开展的模拟符合公认的最佳实践，包括汇报环节以及促进跨专业协作实践的跨专业教育协作能力学习目标。我们预计，作为一种教育策略，沉浸式模拟在跨专业教育中的使用将会增加，以符合将于2018年1月1日生效的物理治疗教育认证委员会修订后的与跨专业协作实践相关的认证标准。
