Patients with Intellectual Disabilities (ID) have specific healthcare challenges and needs. Students infrequently receive training/have opportunity to interact with patients with ID in the absence of a specialty training site. Simulation education affords opportunity for deliberate practice regarding identification of challenges, development of appropriate management plan and anticipation of potential issues. In the spirit of “Person, Family and Community-Engaged Practice and Education,” we partnered with the Special Olympics Arkansas (SOA) chapter Director to pair goals for health professional education with the SOA initiative to support inclusive health practices. Our aim was to create an IPE simulation providing opportunity to interact with simulated participants (SPs) who are athletes from the local community of individuals with ID.
A workgroup of subject matter experts in IPE, simulation and management of patients with ID collaborated to create eight cases based on lived experiences of SOA athletes. One expert trained SPs on session expectations and rehearsed scenarios. The 75-minute simulation, conducted on Zoom, included orientation to expectations/learning objectives and provided brief overview of ID definitions, common health issues and management strategies, followed by SP interaction and facilitator-led debriefing. Interprofessional student teams had 10 minutes to plan before the SP entered the breakout room. Pre-/post-questionnaires assessed students’ attitudes, experience, and confidence for working with individuals with ID and interprofessional collaboration skills using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS).
26 students (medical, pharmacy, health professions, nursing, graduate school) participated. Report for “estimate what percent of patients/clients you have seen during your training have intellectual disabilities” was 21-40% (1 student), 11-20% (4 students), 6-10% (3 students), 1-5% (17 students) and 0% (1 student). Responses indicated some gravitated to this activity because they had experience living/working with someone with ID. All ICCAS metrics increased pre-post. Mean scores (3.8-4.5, out of 5) indicated students agreed the simulation was effective for learning objectives, simulation methodology, and overall experience. Feedback from SP athletes agreed the simulation was effective. The training positively impacts students’ attitudes/perceptions regarding knowledge/confidence for working with patients with ID and addressed goals from the community partner and patients.
Representative comments for the most valuable thing learned:
“How important it is to hear what your patients have to say and how patients with disabilities are able to maintain autonomy.”
“I learned ways to improve communication not only with the patient but with the care team as well.”
“That people with disabilities are human and able to function like others.”
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (National Center OICPD). The National Center OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
Learners can claim CE credit by completing the Daily Evaluation.
