Geriatric Assessment in a Primary Care Environment: A Standardized Patient Case Activity for Interprofessional Students
Kelly Karpa,
Molly Graveno,
Megan Brightbill,
Gina Fox,
Shawnee Kelly,
Erik Lehman,
Angela Salvadia,
Tanya Shaw,
Dylan Smith,
Matthew Walko,
Lisa Sherwood
Affiliations
Kelly Karpa
1 Professor, Department of Pharmacology, Pennsylvania State University College of Medicine; Assistant Dean for Interprofessional Education, Pennsylvania State University College of Medicine
Molly Graveno
2 PharmD Candidate, Duquesne University School of Pharmacy
Megan Brightbill
3 Campus Associate Dean, Academic Affairs, Harrisburg Area Community College
Gina Fox
4 Lecturer, Occupational Therapy, Elizabethtown College
Shawnee Kelly
5 Assistant Teaching Professor, Department of Nutritional Sciences, Pennsylvania State University College of Health and Human Development; Coordinator of Master of Professional Studies in Nutritional Sciences, Department of Nutritional Sciences, Pennsylvania State University College of Health and Human Development
Erik Lehman
6 Biostatistician, Department of Public Health Sciences, Pennsylvania State University College of Medicine
Angela Salvadia
7 Lecturer, Occupational Therapy, Elizabethtown College
Tanya Shaw
8 Education Program Assistant, Pennsylvania State University College of Medicine
Dylan Smith
9 PharmD Candidate, Nesbitt School of Pharmacy, Wilkes University
Matthew Walko
10 Clinical Assistant Professor, Physical Therapy, Lebanon Valley College
Lisa Sherwood
11 Assistant Professor, Department of Medicine, Pennsylvania State University College of Medicine
Introduction Given the aging population and the benefits of comprehensive geriatric assessment to this subset of patients, an interprofessional education training approach may be advantageous for learners from a number of different health professions. Methods Through intercollegiate collaborations involving seven different colleges, an interprofessional simulation using standardized patients was developed and instituted for learners in medicine, nursing, pharmacy, occupational therapy, physical therapy, dental hygiene, and dietitian programs. Herein, we describe the design of the simulation experience and examine its impact on students, as assessed primarily via written reflective comments provided via exit slips at the conclusion of the activity. Results Of the 340 student participants, 83% submitted exit slips describing something gained from the interprofessional session that would not have occurred if students had completed the activity with only students from their own discipline. Three key themes were identified from these reflections: new understanding of roles and responsibilities of other disciplines, new knowledge or skills pertaining to geriatric assessments, and the value of teamwork. Discussion Reflective comments from students regarding the interprofessional experience are evidence of this initiative's benefits, which include increasing knowledge of geriatric medical and allied health-provided care and attainment of interprofessional competencies.