Simulated ward conferences: A novel approach to demonstrate the importance of multidisciplinary team working Michael Gibson & Lesley Diack What is Interprofessional Education (IPE)? When two or more professions learn with, from and about each other to improve collaboration and the quality of care CAIPE: The UK Centre for the Advancement of Interprofessional Education 2002 Background 1 • IPE between can develop more positive attitudes†: – Recognition of importance of teamwork and communication – Increase knowledge and understanding of other professions – Remove stereotypes • Aberdeen IPE project aims to: – Identify & develop a number of IPE courses – To establish these courses within the curricula • Pilot IPE project (2004) demonstrated a desire for interprofessional learning †Parsell G., Spalding R. & Bligh J. (1998). Shared goals, shared learning: evaluation of a multiprofessional course for undergraduate students. Medical Education 32 (3): 304 - 311 Background 2 • Previous studies in Aberdeen have shown†: – A positive attitude towards interprofessional working – Less positive attitudes towards interprofessional learning at later stage of courses • Existing Year 1 interprofessional workshops: – Explore different professional roles based on a case study of an elderly patient – 9 courses: nursing, midwifery, social work, diagnostic radiography, occupational therapy, physiotherapy, pharmacy, medicine, nutrition and dietetics – 1000+ Students per year – Groups of 8-10 students †Gibson T.M. & Diack H.L. (2006). Views and attitudes of undergraduate pharmacy and medical students towards interprofessional learning. International Journal Of Pharmacy Practice S2 B35 Aims & Methodology 1 Aim • To analyse the components of interprofessional team-working and to demonstrate its potential impact on patient or client experiences Stage 1 – Development: • Case study content developed by cross-university IPEA group • 3 video clips of simulated multidisciplinary ward meetings recorded • Structured discussion points for each clip Video 1: A neurology multi-disciplinary ward meeting three days after a patient’s admission Video 2 : Reconvened meeting two weeks later demonstrates poor teamwork and communication Video 3: Discharge meeting - demonstrates an example of good interprofessional practice Sample questions “Would all the professionals have the same priorities, if not why not?” “What issues emerged during the course of meeting regarding the functioning of the team?” “What are the important factors to ensure good interprofessional working and a positive outcome for the patient/client?” “Identify what issues need to be addressed in order to devise a care plan to facilitate rehabilitation and to look towards discharge. Methodology 2 Stage 2 - Delivery • All 2nd year Pharmacy, Social Work and Nursing students (600+ students) • Students provided with aims and objectives & an outline of the case prior to session • Multi-disciplinary groups of 8-10 with 1 facilitator per 3 groups • Guidelines provided and where appropriate IPE facilitation training before sessions • Students provided written group feedback on their experiences. Analysis of Feedback • The data from the group feedback were imported into N-Vivo™ and key themes identified Feedback The recognition of the importance of good communication for effective team-working “Opened our eyes, made us realise how important communication within each role” “It afforded the opportunity to see all professional points of view in the area of communication” An appreciation of the delivery method used for the sessions “Good to have visual aid to see how a situation should be handled” “Good to observe interaction by video clips” Feedback 2 An increased awareness of others’ professional roles “Gives us each an understanding of what our own role responsibilities would be in a similar interprofessional team” “Very successful as [it] gave us a better understanding of other health professionals’ roles and how working together as a team can improve outcomes” An improved understanding of the role of good team working in effective care “Showed if different roles don’t work together then that may effect patient care” “Each profession is just as vital as the other. All opinions should be valued” The desire to have more professions represented in these sessions “It was helpful but [we] feel it could have been better if there had been more people - a representative from each of the health and social care professions” “We felt that all the disciplines should have attended as their input would have been valuable” Conclusions 1 • Students enjoyed the novelty of learning with others from different subject areas. • The use of video footage seen as particularly helpful • Such technology should be considered, where appropriate, in the development of future interprofessional learning resources Conclusions 2 • Enabled students to identify where their own profession fits in multidisciplinary settings • Initial difficulties with timetabling now been overcome and workshops will now include all second year health and social care students in 2007 • With IPE at earlier & later stages will provide students with a continuous interprofessional experience from classroom through to practice Acknowledgements With thanks to the Interprofessional Education in Aberdeen (IPEA) Group and especially Joan Leece for co-ordinating the script and actors for the video clips Thanks also to: – The actors in the video for their contributions – The University of Aberdeen’s Department of Medical Illustration for their time and expertise in recording and editing the video clips.