Effective use of Student Standardized Patients for Interprofessional Virtual Encounters
(PO-102) Effective Use of Student Standardized Patients for Interprofessional Virtual Encounters
Sunday, March 20, 2022
1:00pm – 3:00pm EST
Location: Hall C
Author: Anne E. Doan Van, D.D.S. – Clinical Managing Partner/Assistant Professor, Western University of Health Sciences College of Dental Medicine Author: Elizabeth Andrews, D.D.S. – Associate professor, Associate Dean Academic Affairs, Western University of Health Sciences College of Dental Medicine Author: Jamie Parado, D.D.S – Assistant professor, Western University of Health Sciences College of Dental Medicine Author: Joseph Gray, OD – Assistant professor, Western University of Health Sciences College of Optometry Author: Bradley Henson, D.D.S, Ph.D. – Associate Professor, Western University of Health Sciences College of Dental Medicine Author: Jasmine Yumori, OD – Associate Professor, Western University of Health Sciences College of Optometry Submitter: Anne E. Doan Van, D.D.S. – Clinical Managing Partner/Assistant Professor, Western University of Health Sciences College of Dental Me
Objectives: Due to lack of resources, many health professions programs struggle to find authentic interprofessional simulated patient experiences. This study examined a novel interprofessional experience involving faculty and predoctoral dental medicine and optometry students participating in a virtual standardized patient (SP) experience to practice communication and collaboration.
Methods: Approximately 160 3rd-year optometry and 2nd-year dental students participated in the study. Sample size was based on respective class sizes. The activity was developed to be included in existing courses with students completing two virtual patient case simulations – one as a patient and one as a clinician. The virtual cases represented a geriatric dental patient and a homeless optometry patient. Students completed a quality assurance survey and debriefed after the experience. Student performance and documentation were evaluated and compared. The study utilized an Interprofessional Collaborator Assessment Rubric (ICAR) [3, 4] to measure and assess competency, and provide students with feedback in communication, collaboration, roles and responsibilities, and a collaborative patient-family-centered approach to care.
Results: Initial results and student comments demonstrated a valuable experience, with all students completing the activity within the allotted time. Students were able to play the role of a patient and clinician using a telehealth model. Data demonstrates that 137/160 students completed the ICAR survey with 62% (85/137) female; 52% (72/137) API and 52% DMD student (71/137). Most student clinicians were rated at a competent level by their standardized patient and felt increased confidence in a complex clinical scenario, patient education, and providing feedback as a result of the experience.
Conclusion: This exercise demonstrates that using students to provide an interprofessional standardized patient telehealth experience is possible and can be used for experiences not possible due to distant locations. Further analysis and improved development of the experience are necessary to deliver a similar experience to subsequent cohorts.
