Tokumaru Sheri, Wong Lorrie, Young Nicole, Boehm Laura, Meguro Aryn, Teruya Kimm, Loos Joanne R, Peterman Kal, Masaki Kamal
The Daniel K. Inouye College of Pharmacy, University of Hawaii at Hilo, 200 West Kawili Street, Hilo, HI 96720, United States.
Nancy Atmospera-Walch School of Nursing, University of Hawaii at Manoa, 2528 McCarthy Mall, Webster Hall, Honolulu, HI, 96822, United States.
Curr Pharm Teach Learn. 2023 Feb;15(2):155-163. doi: 10.1016/j.cptl.2023.02.021. Epub 2023 Mar 21.
The authors evaluated student achievement of interprofessional education (IPE) core competencies during two formats (one hybrid and one completely online) of an IPE simulation designed for pharmacy and nursing students.
This IPE simulation was designed to teach students to use distance technologies to collaborate on patient care. In 2019, pharmacy (n = 83) and nursing (n = 38) students attended the hybrid (in-person and online) IPE simulation (SIM 2019) with the use of a telepresence robot. In 2020, pharmacy (n = 78) and nursing (n = 48) students attended the simulations completely online (SIM 2020), without the use of a robot. Both sessions aimed to achieve IPE core competencies through interprofessional student collaboration sessions using telehealth distance technologies. Students completed quantitative and qualitative evaluation surveys for both simulations. During SIM 2020, faculty and students used an observation tool to directly assess student team collaboration skills.
Statistically significant improvements in self-assessment of IPE core competency scores were found in both formats of the simulation sessions. There were no statistical differences in faculty ratings with student ratings of team skills using the direct observation of team collaboration. Qualitative results indicated that students found interprofessional collaboration to be the most important lesson learned from the activity.
Both formats for the simulation achieved core competency learning objectives. IPE is an essential experience for health care education and is achievable online.
作者评估了为药学和护理专业学生设计的跨专业教育（IPE）模拟的两种形式（一种混合式和一种完全在线式）中，学生对IPE核心能力的掌握情况。
该IPE模拟旨在教导学生使用远程技术就患者护理进行协作。2019年，药学专业（n = 83）和护理专业（n = 38）的学生使用远程呈现机器人参加了混合式（面对面和在线）IPE模拟（SIM 2019）。2020年，药学专业（n = 78）和护理专业（n = 48）的学生完全在线参加了模拟（SIM 2020），未使用机器人。两次模拟均旨在通过使用远程医疗远程技术的跨专业学生协作课程来实现IPE核心能力。学生对两次模拟都完成了定量和定性评估调查。在SIM 2020期间，教师和学生使用一种观察工具直接评估学生团队协作技能。
在模拟课程的两种形式中，IPE核心能力得分的自我评估均有统计学上的显著提高。在使用团队协作直接观察的团队技能学生评分与教师评分方面，没有统计学差异。定性结果表明，学生发现跨专业协作是从该活动中学到的最重要的一课。
模拟的两种形式均实现了核心能力学习目标。IPE是医疗保健教育的重要经历，并且可以在线实现。
