1. Home
  2. Sessions
  3. Evolution and Lessons Learned in an Interactive Interprofessional Communication Skills Training Scenario
Lightning Talk

Evolution and Lessons Learned in an Interactive Interprofessional Communication Skills Training Scenario

Monday, September 30, 2024, 12:00 pm - 1:00 pm CDT
Ruthanne Chun, DVM
Clinical Professor
University of Wisconsin
Kaitlyn Hawley
Academic Program Specialist
University of Wisconsin-Madison
Beth Martin, PhD, RPh, TTS, FAPhA
Professor of Pharmacy (CHS); Assistant Dean for Teaching and Learning
University of Wisconsin-Madison
Amy Zelenski, PhD
Associate Professor
University of Wisconsin-Madison
Timothy Coursen, MS
Video Producer/Educator
TWCo.
Roberta Rusch, MPH
Assistant Director
University of Wisconsin
Post an X about this session
Track:
Attendee IPE Experience Track: Some experience with IPE
Keywords: interprofessional communicationinnovative methodscase study
Sample video
Lightning Talk Live Discussion Recording

This Lightning Talk has been grouped with others in a common theme. During the Summit session, presenters in this group will share their Lightning Talks in short presentations with a facilitated Q and A or group discussion. Please review the descriptions of the other Lightning Talks during this breakout session:

Collaboration in Action: LEAP into Interprofessional Education in the Clinical Learning Environment Para-clinical IPE Experience Demonstrates Value and Promise for Large-scale Training in Patient Safety and Systems Thinking

The Interprofessional Education Collaborative defines four core competencies for interprofessional collaborative practice (ICP): 1) Roles and Responsibilities, 2) Values and Ethics, 3) Teams and Teamwork, and 4) Communication. The goal of ICP is to improve the health of persons and populations across the continuum of care. Healthcare teams working together can achieve the Quintuple Aim of Improved Patient Experience, Better Health Outcomes, Lower Healthcare Costs, Clinician Well-Being, and Health Equity.


The University of Wisconsin-Madison Center for Interprofessional Practice and Education (UW CIPE) created modules to teach each of these competencies to students in multiple healthcare professions. The Interprofessional Communication Competency Module (ICCM) includes four units. Unit 1 introduces communication skills based on motivational interviewing to develop a shared vocabulary. The second unit includes learning material intended to raise student awareness about their own biases and assumptions, and how to recognize and change their behavior through empathic listening. The third unit focuses on giving and receiving feedback. The fourth unit centers around student assessment of team communication skills.


For the fourth and final unit, we designed a ‘missing patient’ role-play exercise in which students acted ‘in character’ as either a healthcare team member, the patient’s spouse, or a community member. This exercise was a culminating experience with students applying all the skills learned in the prior units in order to be successful. The scenario includes multiple ‘scenes’ and opportunities for students to identify communication missteps and offer suggestions for improvement. The ICCM Unit 4, or the Case of the Missing Patient, was first developed having students placed in interprofessional teams with each student playing a character role in the scenario. Feedback from students and facilitators revealed some discomfort with the role-play method and some not understanding the intended learning outcomes.


This Lightning Talk will review the evolution of the role-play scenario from 2019 to 2024, sharing lessons learned from both the educator and learner perspectives, and how we modified it based on this feedback. Participants will learn about an innovative teaching methodology to prepare students for collaborative practice, specifically targeting interprofessional communication using empathy and active listening. Presenters will share a scene from the Case of the Missing Patient and demonstrate the debriefing component that students participate in. The ICCM Learning Objectives reflect IPEC Communication Sub-Competencies, including: Practice active listening that encourages ideas and opinions of other team members; and Use constructive feedback to connect, align, and accomplish team goals.

Accreditation Details

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.

Text reads "Office of Interprofessional Continuing Professional Development" and shown are logos for the National Center for Interprofessional Practice and Education, the University of Minnesota School of Nursing, and the University of Minnesota College of Pharmacy.
 

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.