University at Buffalo School of Pharmacy and Pharmaceutical Sciences, 216 Pharmacy Building, Buffalo, NY 14214, United States.
University at Buffalo School of Nursing, 211 Wende Hall, Buffalo, NY 14214, United States.
Curr Pharm Teach Learn. 2023 Mar;15(3):311-318. doi: 10.1016/j.cptl.2023.03.011. Epub 2023 Apr 10.
This project investigated the change in nursing, pharmacy, and physical therapy students' interprofessional socialization after participation in a virtual interprofessional escape room and case conference simulation.
Interprofessional teams of nursing (n = 93), pharmacy (n = 75) and physical therapy (n = 33) students completed asynchronous, online learning (sepsis recognition and total hip replacement post-operative precautions) followed by a virtual escape room and a virtual simulated patient case conference. During the case conference, interprofessional student teams developed a discharge plan for an individual after a hip replacement complicated by post-operative sepsis. Before and after the experience, students completed a knowledge test and a validated survey instrument that assessed their interprofessional socialization (Interprofessional Socialization and Valuing Scale-21). During the simulated patient case conference, faculty assessed student performance using a standardized rubric. After the experience students completed a program evaluation.
Interprofessional socialization significantly increased (5.5 ± 0.9 vs. 6.0 ± 0.9) among all students with a medium effect size (Cohen's d = 0.56). Faculty assessment of individual student's team performance during the virtual simulation revealed a moderate rate meeting competency, with good interrater reliability. Students highly valued this learning experience as being both effective and important to their professional development, as indicated on the program evaluation.
A virtual interprofessional experience consisting of asynchronous online learning, a virtual escape room, and a virtual case conference positively influenced students' interprofessional socialization. Students valued the experience and recognized its importance in their development as student health professionals.
本研究调查了护理、药学和物理治疗专业学生在参与虚拟跨专业逃生室和案例会议模拟后，其跨专业社会化的变化。
护理（n=93）、药学（n=75）和物理治疗（n=33）专业的跨专业团队学生完成了异步在线学习（脓毒症识别和全髋关节置换术后预防措施），然后进行了虚拟逃生室和虚拟模拟患者案例会议。在案例会议期间，跨专业学生团队为一名髋关节置换术后并发术后脓毒症的患者制定了出院计划。在体验前后，学生完成了知识测试和一项经过验证的评估其跨专业社会化的调查工具（跨专业社会化和价值观量表-21）。在模拟患者案例会议期间，教师使用标准化量表评估学生的表现。体验结束后，学生完成了课程评估。
所有学生的跨专业社会化程度都显著提高（5.5±0.9 与 6.0±0.9），具有中等的效应大小（Cohen's d=0.56）。教师对虚拟模拟中学生个人团队表现的评估表明，具有中等水平的符合能力，具有良好的评分者间可靠性。学生非常重视这种学习体验，认为它对他们的专业发展既有效又重要，正如课程评估所表明的那样。
由异步在线学习、虚拟逃生室和虚拟案例会议组成的虚拟跨专业体验对学生的跨专业社会化产生了积极影响。学生重视这种体验，并认识到它在他们作为学生健康专业人员的发展中的重要性。
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