Perceptions of Interprofessional Education and Collaboration from Medical Scribes in the Emergency Department

Background:
Medical scribe is an emerging health profession resulting from the increasing complexity of electronic medical records and demand on providers. Created in 2015, the GVSU Scribe Academy, a partnership with Grand Valley State University and Helix Scribe Solutions in Grand Rapids, Michigan, was designed to integrate a scribe workforce into interprofessional teams at local emergency departments. The Academy curriculum is 80 hours including theory and clinical training.

Methodology:
The Academy screens for motivated students on a health care career path who can demonstrate proficient use of medical terminology, typing speed and accuracy. Consenting students (n=196) were trained from August 2016 through October 2018. Students were administered the IEPS and ELIQ validated perception tools prior to start of training, and again immediately following 40 hours of clinical training in the emergency department. Students also completed a program evaluation including narrative, thoughtful questions on their interprofessional experiences. Significance was set at p

Results:
Students (n=196) reported their last completed education, 138 undergraduate, 39 post-graduate and 19 nonresponse; 6 reported having prior IPE experiences. The change in IEPS (n=103) pre and post assessments were significant in need of cooperation, actual cooperation and understanding others values, but not for competence and autonomy. The ELIQ changes were significant on all subscales: communication and teamwork, IP learning and IP interaction (n=82). When asked “What efficiencies are gained by having a scribe work with a provider?” respondents (n=102) stated, more time with patients/throughput 58 (56.9%), decreased workload/burnout 25 (24.5%), improved quality/care 19 (18.6%).

Conclusion:
Students benefited from the IPE preparing them to work on emergency department interprofessional teams. The IEPS and ELIQ showed significant improvement in perceptions of interprofessional practice. Scribes are delegated tasks from providers with this lack of autonomy reflected by no significant change in the competence and autonomy subscale.

Reflections/lessons learned/implications:
The complexity of electronic medical record point of care documentation created the medical scribe role, offering clinical experiences to students aspiring to health careers. Scribes believe their efforts contribute to care quality and efficiency.

Funding:
National Center for Interprofessional Practice and Education at the University of Minnesota, Twin Cities Campus.