Lightning Talk

Teaching Microaggression Interventions for Interprofessional Collaborative Practice: A Novel Simulation-Based Curriculum

Monday, September 30, 2024, 2:30 pm - 3:30 pm CDT

Xiao Chi Zhang, MD, MS, MHPE, FACEP

Associate Professor

Thomas Jefferson University

Jennifer Lacy, DNP, APRN, GNP-BC, ANP-BC

Assistant Professor

Thomas Jefferson University

Alyssa Yeager, MD

Clinical Assistant Professor

Thomas Jefferson University

Amber King, PharmD, BCPS, FNAP

Associate Provost for Interprofessional Practice and Education

Thomas Jefferson University

Maria Brucato, PhD

Director of Assessment, Evaluation, and Research

Thomas Jefferson University

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Track:

Interprofessional Collaboration and Advocacy to Address Health Equity, Racism and Bias in Practice

Attendee IPE Experience Track: Some experience with IPE

Keywords: microaggressionshierarchysimuation

Lightning Talk Live Discussion Recording

Background: Microaggressions are commonplace indignities that communicate negative slights or insults against a particular group of people. Microaggressions impede healthcare professionals’ effective interprofessional collaborative practice (IPCP), which can have detrimental implications for patient outcomes.

IPCP microaggression training is proposed to facilitate structural change by mitigating implicit bias in healthcare. Existing educational frameworks aim to increase knowledge of microaggressions through lectures, problem-based learning, and discussions, but these approaches have limitations. First, they do not leverage simulation, which evidence suggests yields better outcomes than traditional pedagogical approaches. Second, existing curricula focus primarily on uni-professional education; however, interprofessional education (IPE) is vital to effective IPCP and can improve quality of care.  

Aims: This Lightning Talk addresses “Interprofessional Collaboration and Advocacy to Address Health Equity, Racism and Bias in Practice” by presenting the development, implementation, and outcomes of a novel simulation-based IPE pilot program. This project explored the efficacy of high-fidelity simulation in improving interprofessional students’ ability to identify and address microaggressions within a team. This supports the goals of the Quadruple Aim, as empathetically addressing microaggressions and supporting teammates when issues arise clinically may enhance the healthcare team’s wellness and patient outcomes.

Method: Jefferson healthcare students were recruited via their respective academic programs and email listserv. Students completed a survey and asynchronous learning modules on microaggressions, intervention frameworks, and ground rules for a brave-space learning environment before in-person simulation. The program included two cases involving simulated participants (SPs) where students were encouraged to identify microaggressions and intervene as a bystander. Case content was constructed based on iterative feedback from Jefferson DEI experts. Debriefing after each case was led by facilitators and SPs with guidance from a trauma-informed care expert. All SPs completed asynchronous microaggression training and in-person simulation orientation prior to student engagement.

Results: Learners were 14 students from 5 health professions. Survey response rate was 72%.47% of learners considered themselves to be a member of a group that is traditionally underrepresented in healthcare and/or their profession, program evaluations were positive (M=4.35; 5=“Strongly Agree”). Pre-program knowledge of microaggressions terminology, microaggression impacts on IPCP and patient outcomes was high (M=83%) and increased post-program (M=94%). Pre-program learners neither agreed nor disagreed with statements about their self-efficacy in microaggression intervention (M=3.3), but post-program showed higher self-efficacy in these skills (M=4.11). Learners’ confidence addressing microaggressions in clinical environments was lower when the microaggression’s source was in a different profession or a hierarchical role.

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.