Creating a Quality Interprofessional Experience by Adapting an Intradisciplinary Rural Trauma Simulation

Background: Accreditation requirements for experiential learning create an opportunity to utilize simulation to meet interprofessional education (IPE) goals. At our comprehensive academic health center, not all learners are required to complete the clinical experience, nor does IPE clinic support capacity for all students. In order to expand the experiential curriculum, we have established a simulation core requirement. In this pilot we have adapted a trauma simulation used in the physician associate (PA) program to create an IPE simulation experience. This work-in-progress pilot program had three goals: 1) create a simulation course that expands IPE experiential opportunities, 2) intentionally designed to incorporate the IPEC Core Competencies, and 3) purposefully foster teamwork between interprofessional learners.



Methodology: A curricular model created by the PA program was adapted for teams of interprofessional learners. Using the Kern six-step model for developing health professional education curriculum, this project included a needs assessment, development of goals and objectives, educational strategies, an evaluation plan, and assessment and evaluation.



Results: Learner results and outcomes of this work-in-progress will include learner self-assessment using the 1) Interprofessional Assessment Scale (IPAS), 2) a Simulation Activity Skills Checklist, 3) a Simulation Debrief Guide, and 4) learner self-reflection papers.



Conclusion: Institutions are challenged to meet IPE accreditation standards by delivering competency-based, meaningful interprofessional educational experiences while addressing the IPEC Core Competencies. The work-in-progress pilot demonstrates a method by which IPE experiential opportunities can be delivered through simulation at a comprehensive academic health center. This comprehensive endeavor is a framework to expand an intradisciplinary rural trauma case activity into an interprofessional experience allowing participants to learn about, from and with each other.



Implications: This pilot is of significance to the field because it provides a framework to expand an intradisciplinary activity into an interprofessional experience. This format allows institutions to capitalize on proven coursework rather than inventing new content while incorporating present campus assets, such as the simulation center. By including the campus-wide IPE curriculum committee from the onset, the process was able to identify early stakeholders and offer discipline-specific, accreditation-based objectives at a complex, comprehensive academic health center.