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Utilizing Standardized Patients to Promote IPE: A Case Study Using Mr. Atkins

Utilizing Standardized Patients to Promote IPE: A Case Study Using Mr. Atkins

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Utilizing Standardized Patients to Promote IPE: A Case Study Using Mr. Atkins

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  1. Utilizing Standardized Patients to Promote IPE: A Case Study Using Mr. Atkins Shannon Cole, DNP, APRN-BC Pamela Waynick-Rogers, DNP, APRN-BC

  2. VPIL Vanderbilt’s Program for Interprofessional Learning

  3. Supported in part by the Josiah Macy, Jr. Foundation.

  4. Clinic Placements Community-Based Primary Care The Clinic at Mercury Courts Priest Lake Family & Women’s Clinic Siloam Family Health Center United Neighborhood Health Services Vine Hill Community Clinic Hospital Based Primary Care Adult Internal Medicine Medicine-Pediatrics Primary Care Pediatric Primary Care Subspecialty Care at Vanderbilt The Osher Center for Integrative Health The Comprehensive Care Clinic (HIV/AIDS) Congestive Heart Failure Clinic Emergency Department Henry-Joyce Cancer Clinic Pain Management VA Palliative Care Consultation Team Pediatric Diabetes Pediatric Neurogenetics & Metabolism Pediatric Pulmonary Clinic Sickle Cell Anemia Clinic Vanderbilt Heart Center for Atrial Fibrillation

  5. VPIL Curriculum Overview

  6. Question Template • Health Behaviors • Clinical Care • Patient/Family Social and Economic Factors

  7. Evaluation: Individual Encounter • Set the Stage • Elicit Information • Give Information • Understand the Patient Perspective • End the Encounter

  8. CELA 1 Mr. Atkins, a 50 year old male patient is in the clinic today to be evaluated for some recent chest pain. The attending physician has asked you to complete the patient history.

  9. CELA 2 Mr. Atkins presents today for a three month interval visit. Since the last visit, he has been diagnosed with Congestive Heart Failure. The attending physician has asked you to update the patient history.

  10. Mr. Atkins presents today for a three month interval visit. His CHF has worsened and he has gained 10 pounds. He has complaint of dyspnea and chest pain. CELA 3

  11. Individual Student Encounters • Each student will interview Mr. Atkins to inquire about his current state of health from both a physical and emotional state. • Students are encouraged to ask additional questions as they relate to there particular field of study.

  12. Faculty Evaluation • VPIL faculty view the student encounters with Mr. Atkins in order to gain specific knowledge about how the student interacts with patients.

  13. Faculty Evaluation of the Student • Please identify areas of strength for this learner (specific behavior). • Please identify areas of growth for this learner (specific behavior).

  14. Evaluation: Group Discussion • Understands the Patient’s Perspective • Share Information • Reaches agreement • Provides Closure

  15. Faculty Evaluation: Team Dynamics • VPIL faculty view the group discussions in order to assess team dynamics. • Students spend time with their team discussion the plan for Mr. Atkins. • After the plan is formulated, the team presents the plan to Mr. Atkins.

  16. Faculty Evaluation of Team Dynamics • Please identify areas of strength for this group (specific behavior). • Please identify areas of growth for this group (specific behavior).

  17. Positive feedback • The faculty are able to see how the students work together in teams and with patients from the very beginning of the program. • Students are able to become effective health coaches. • Students consistently rate this learning activity high.

  18. Student Feedback • “ It is great that we have more of an opportunity to really apply what we learn related to our own disciplines. In addition we can see how the rest of the team applies what they know.”

  19. Student Feedback • “ I think that CELA is great. It enhanced the interprofessional learning by allowing us to work with our peers to find the best way to care for a patient.”

  20. Areas for Improvement • Adjustments have been made related to the “script” in order to meet the needs of novice learners. • The evaluation from faculty is subjective and can be biased based on their own profession.

  21. Video Clips • Video clips were shown to the group during this presentation.

  22. Thanks to the additional faculty • Heather Davidson, PhD • VPIL Director of Program Development • Jane Easdown, MD & Melissa Hilmes, MD • Vanderbilt University School of Medicine • Rebecca Lofton, Pharm.D. • Vanderbilt Program in Interprofessional Learning • Allison Provine, Pharm. D., BCPS • Lipscomb University College of Pharmacy • Donna Rosenstiel, L.C.S.W • Vanderbilt University School of Medicine