Assessing Health Professional Education Workshop Summary (2014) / Chapter Skim
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2 Practical Examples of Health Professional Education Assessment
2 Practical Examples of Health Professional Education Assessment
Pages 21-40
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(Baker, Zierler) As the moderator of the session on practical examples, Forum and workshop planning committee member Carol Aschenbrener from the Association of American Medical Colleges (AAMC)
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The third speaker was Forum member Brenda Zierler. Zierler is the co-director of the Center for Interprofessional Education, Research and Practice at the University of Washington Health Science Center.
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Mutual support involves a different cultural context than the other three elements, and it fosters a climate of assistance and support for obtaining a high level of patient safety. Attitudes The importance of teamwork and mutual trust is emphasized under the attitudes element.
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Baker provided an example of an assessment scale known as the Trauma Team Performance Observation Tool (T-TPOT) to pull the entire framework together.
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Asks nonresponse team members to leave when they are distracting Overall Rating The T-TPOT was used to assess trauma team performance using simulation and in the trauma bay. SOURCE: Capella et al., 2010.
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ASSESSING INTERPROFESSIONAL PROFESSIONALISM Jody Frost, Interprofessional Professionalism Collaborative (IPC) The IPC is a collaborative representing 14 different professions that come together for the purpose of developing a valid and reliable assessment instrument that illustrates the desired elements of professionalism in an interprofessional environment.
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Within each of the six categories is a minimum of four observable behaviors. Table 2-2 shows examples of the sorts of interprofessional professionalism behaviors identified in the IPA.
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Once finalized, this instrument is expected to provide multiple benefits because it • Measures interprofessional professionalism construct through ob servable behaviors in practice situations; • Was piloted with different health professions, students, and pre ceptors from academic institutions with IPE to practice settings engaged in collaborative practice; • Can be used to connect higher education with health care environments;
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Frost directed participants to the IPC website for updates on the development of the IPA tool.2 ASSESSING IPE TEACHING AND LEARNING PERSPECTIVES Brenda Zierler, University of Washington In her presentation, Forum member Brenda Zierler described the team training she and her colleagues at the University of Washington developed to teach health professional students how to work together in a clinical environment using simulation. They were also charged to pilot a team-based simulation model that could be scaled up and used by others in similar educational settings.
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✓ Feedback ✓ Other -- faculty development provides a safe environment for students and faculty to learn about teambased care and to improve their communication skills. Zierler wrote objectives for their training module and mapped the competency statements with the competencies that were available at that time from Canada (Canadian Interprofessional Health Collaborative, 2010)
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Assessment Although the initial assessment plan was mostly unstructured, Zierler and her colleagues soon developed a strategy, based on previously tested tools, where students provided feedback to each other and to the faculty, TABLE 2-3 TeamSTEPPS Skills Integrated into Simulated Cases Communication Skills Team Skills Brief Huddle Callout Sharing the plan Check-back Situational awareness SBAR* Handoff *
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This entails accurately and effectively transferring information from one care team to another, which, if done well, can decrease medical errors. Peer evaluators also looked at whether the teams huddled when they encountered a difficult situation, whether there was a briefing to different groups who entered into their exercise, and whether each member felt mutually supported within their team.
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There is no one-tool-fits-all for IPE. The assessment instrument needs to be tailored based on the curriculum objectives, the goals, and the setting in which the interprofessional experience will take place.
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For example, in assessing team leadership, there is an assumption that the physician is the leader, but when raters were trained using the T-TPOT (their assessment tool for their trauma study using simulation to measure patient outcomes) , they found that leadership could be evidenced by any team member.
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Jody Frost suggested that a team could do a 360-degree assessment. Referring specifically to the topic of her presentation, members could assess each other's individual performance around the interprofessional professionalism behaviors to get a sense of how well are they doing as a team
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In this regard, Frost suggested that patients could perform the same assessment as the health professionals on the team, which could reveal interesting information as to how well patients believe team members are exhibiting certain desirable behaviors and whether the patients value the care they are receiving. Uncovering Fundamental Teamwork Skills Carol Aschenbrener gleaned from the presenters' responses to the questions that it is one thing to assess a team that is reasonably stable, like an operating room team or a trauma team, but in reality, teams form, then dissolve, and then form again.
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The first involves emulating design principles of highly reliable organizations (HROs) 5 to reinforce the roles of team members and work that draws on an established evidence base.
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Pre sented at the IOM workshop Assessing health professional education. Washington, DC, October 9.
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Pre sented at the IOM workshop:Assessing health professional education. Washington, DC, October 9.
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