Citation

Marken PA, Zimmerman C, Kennedy C, Schremmer R, Smith KV. Am. J. Pharm. Educ. 2010; 74(7): e120.

Copyright

(Copyright © 2010, American Association of Colleges of Pharmacy)

DOI

10.5688/aj7407120

PMID

21088725

PMCID

PMC2972514

Abstract

OBJECTIVE: To design and implement a demonstration project to teach interprofessional teams how to recognize and engage in difficult conversations with patients.
DESIGN: Interdisciplinary teams consisting of pharmacy students and residents, student nurses, and medical residents responded to preliminary questions regarding difficult conversations, listened to a brief discussion on difficult conversations; formed ad hoc teams and interacted with a standardized patient (mother) and a human simulator (child), discussing the infant's health issues, intimate partner violence, and suicidal thinking; and underwent debriefing.
ASSESSMENT: Participants evaluated the learning methods positively and a majority demonstrated knowledge gains. The project team also learned lessons that will help better design future programs, including an emphasis on simulations over lecture and the importance of debriefing on student learning. Drawbacks included the major time commitment for design and implementation, sustainability, and the lack of resources to replicate the program for all students.
CONCLUSION: Simulation is an effective technique to teach interprofessional teams how to engage in difficult conversations with patients.

Language: en

Keywords

Humans; Adult; Infant; Manikins; Pilot Projects; Suicidal Ideation; Patient Care Team; Problem-Based Learning; Surveys and Questionnaires; simulation; Mothers; Stress, Psychological; Education, Nursing, Baccalaureate; Spouse Abuse; Interdisciplinary Communication; communication; Missouri; Education, Pharmacy; Students, Health Occupations; Education, Medical, Graduate; Infant Welfare; Health Communication; interprofessional teams; standardized patients