(1268) Effectiveness of Teams Advancing Health Equity Interprofessional Simulation

Objectives: This study aims to evaluate the effectiveness of a two-part interprofessional simulation on healthcare students’ attainment of interprofessional collaborative competencies through student perception and facilitator evaluation. Interprofessional Practice and Education (IPE) has become a key part of health professionals’ training programs, and this education is often completed through simulation activities. Most evidence supporting the use effectiveness of IPE simulation activities is based solely on student perception of experiences on teams consisting of two to three disciplines. BuckIPE, is The Ohio State University’s Interprofessional Education Curriculum, . The BuckIPE Curriculum prepares students to thrive as healthcare professionals who can successfully collaborate with others to improve outcomes, increase satisfaction, streamline processes, and advance health equity. Teams Advancing Health Equity (TAHE) is a BuckIPEe module (consisting of individual preparation work and two interprofessional team events) that includes students from nine disciplines. At the end of TAHE, students complete a self-evaluation and facilitators evaluate teams’ demonstration of interprofessional collaboration skills.

Methods: This project assesses the outcomes of a second-year module in the BuckIPE curriculum. Subjects include undergraduate and graduate-level professional students who have completed foundational BuckIPE modules and have minimal experience working in interprofessional teams. The ten professional programs that participate are athletic training, dental hygiene, dentistry, genetic counseling, medical laboratory sciences, medicine, nursing (grad-entry MS and BSN), optometry, and pharmacy. This quasi-experimental study will utilize four data collection tools: a modified ICAAS tool of 21 questions, a student quality improvement survey, a modified version of the Jefferson Team Observation Guide (JTOG), and a facilitator feedback survey. The ICAAS tool has a retrospective pre-post approach as students complete the survey after completing the two TAHE team events. Students reflect on their interprofessional collaborative practice abilities before the program and after the completion of the program. In addition, at the end of the TAHE activities, students fill out a quality improvement survey where we will assess their perception of the health equity simulation activity. During the second activity, facilitators will evaluate each team using questions from the JTOG around communication. This tool provides an assessment of the team’s interprofessional competencies from the facilitator's observation. Finally, the facilitators also provided feedback on the activity for quality improvement, specifically how easy or difficult it was to evaluate the teams using the tool. All data is collected through Qualtrics surveys. Paired t-tests will be conducted between the pre/post ICAAS scores. Descriptive statistics will be used to summarize facilitator evaluations and student and facilitator feedback, and a thematic analysis of the student responses to the open-ended quality improvement survey questions will be conducted.

Results: Research is in progress.

Conclusions: Interprofessional education is vital in pharmacy education to prepare students for interprofessional collaboration in their future practice. The Pharmacists’ Patient Care Process highlights the importance of developing “an individualized patient-centered care plan in collaboration with other health care professionals.” These study results may contribute to the evidence that students are effectively learning and can appropriately apply interprofessional collaborative competencies in simulation activities. This study will also evaluate the implementation of facilitator evaluation using an observational tool.