Kim Tae Eung, Shankel Tamara, Reibling Ellen T, Paik Jacqueline, Wright Dolores, Buckman Michelle, Wild Kathi, Ngo Ehren, Hayatshahi Alireza, Nguyen Lee H, Denmark T Kent, Thomas Tamara L
Associate Professor and Associate Medical Director, Department of Emergency Medicine, Loma Linda University, Loma Linda, California.
Associate Professor, Pediatrics, Internal Medicine and Education, Loma Linda University, Loma Linda, California; Associate Dean, Clinical Education, School of Medicine, Loma Linda University, Loma Linda, California.
Am J Disaster Med. 2017 Winter;12(1):11-26. doi: 10.5055/ajdm.2017.0254.
Numerous disasters confirm the need for critical event training in healthcare professions. However, no single discipline works in isolation and interprofessional learning is recognized as a necessary component. An interprofessional faculty group designed a learning curriculum crossing professional schools.
Faculty members from four healthcare schools within the university (nursing, pharmacy, allied health, and medicine) developed an interdisciplinary course merging both published cross-cutting competencies for critical event response and interprofessional education competencies.
Students completed a discipline-specific online didactic course. Interdisciplinary groups then participated in a 4-hour synchronous experience. This live course featured high-fidelity medical simulations focused on resuscitation, as well as hands-on modules on decontamination and a mass casualty triage incorporating moulaged standardized patients in an active shooter scenario.
Participants were senior students from allied health, medicine, nursing, and pharmacy.
Precourse and postcourse assessments were conducted online to assess course impact on learning performance, leadership and team development, and course satisfaction.
Students participated were 402. Precourse and postcourse evaluations showed improvement in team participation values, critical event knowledge, and 94 percent of participants reported learning useful skills. Qualitative responses evidenced positive response; most frequent recurring comments concerned value of interprofessional experiences in team communication and desire to incorporate this kind of education earlier in their curriculum. Students demonstrated improvement in both knowledge and attitudes in a critical event response course that includes interprofessional instruction and collaboration. Further study is required to demonstrate sustained improvement as well as benefit to clinical outcomes.
众多灾难证实了医疗行业进行关键事件培训的必要性。然而，没有一个学科是孤立运作的，跨专业学习被认为是一个必要组成部分。一个跨专业教师团队设计了一个跨越专业院校的学习课程。
来自大学内四所健康护理学院（护理、药学、联合健康和医学）的教师开发了一门跨学科课程，融合了已发表的关键事件应对的交叉能力和跨专业教育能力。
学生们完成了一门特定学科的在线理论课程。然后，跨学科小组参加了一次4小时的同步体验。这门现场课程以专注于复苏的高保真医学模拟为特色，还有关于去污的实践模块以及在活跃枪手场景中纳入模拟标准化患者的大规模伤亡分诊。
参与者是联合健康、医学、护理和药学专业的高年级学生。
在课程前后进行在线评估，以评估课程对学习表现、领导力和团队发展以及课程满意度的影响。
参与的学生有402名。课程前后的评估显示团队参与度、关键事件知识有所提高，94%的参与者表示学到了有用的技能。定性反馈表明有积极反应；最常出现的评论涉及跨专业体验在团队沟通中的价值以及希望在课程中更早地纳入这类教育。在一门包括跨专业教学与协作的关键事件应对课程中，学生在知识和态度方面都有改进。需要进一步研究来证明持续的改进以及对临床结果的益处。
