Mitigating Misinformation Toolkit: Addressing COVID-19 Misinformation Through Interprofessional Learning and Collaboration Using a Standardized Patient–Based Educational Module
Jennifer Hayman,
Sara W. Nelson,
Leah A. Mallory,
Emily K. Dornblaser,
Linda H. Chaudron,
Stephanie Nichols,
Christine Mallar,
Bethany Rocheleau,
Isaac Stickney,
Brendan Prast,
Shelley Cohen Konrad
Affiliations
Jennifer Hayman
Clinical Associate Professor, Department of Pediatrics, Tufts University School of Medicine; Assistant Dean of Educational Affairs, Tufts University School of Medicine–Maine Track; Pediatric Hospitalist, Maine Medical Center
Sara W. Nelson
Associate Professor, Department of Emergency Medicine, Tufts University School of Medicine and Maine Medical Center; Director of Innovative Curriculum, Tufts University School of Medicine–Maine Track
Leah A. Mallory
Associate Professor, Department of Pediatrics, Tufts University School of Medicine; Medical Director, Hannaford Center for Safety, Innovation and Simulation, MaineHealth; Attending Physician, Pediatric Hospital Medicine, Barbara Bush Children's Hospital at Maine Medical Center
Emily K. Dornblaser
Associate Professor and Director of Interprofessional Education, University of New England School of Pharmacy
Linda H. Chaudron
Vice President and R. G. Bing-You Chair, Department of Medical Education, Maine Medical Center; Professor, Department of Psychiatry, Tufts University School of Medicine
Stephanie Nichols
Associate Professor, University of New England School of Pharmacy; Adjunct Assistant Clinical Professor of Psychiatry, Tufts University School of Medicine
Christine Mallar
Standardized Patient Educator, Department of Medical Education, Maine Medical Center, Hannaford Center for Safety, Innovation and Simulation, MaineHealth, and Tufts University School of Medicine
Bethany Rocheleau
Standardized Patient Trainer, Department of Medical Education, Maine Medical Center, Hannaford Center for Safety, Innovation and Simulation, MaineHealth, and Tufts University School of Medicine
Isaac Stickney
Assistant Professor, Tufts University School of Medicine and Department of Medical Education, MaineHealth
Brendan Prast
Leadership in Preventive Medicine Fellow, Maine Medical Center
Shelley Cohen Konrad
Director, Center to Advance Interprofessional Education and Practice, University of New England; Professor, University of New England School of Social Work
Introduction Medical mis- and disinformation are on the rise and impact patient health outcomes. The complexity of modern medicine and health care delivery necessitates that care be delivered by an interprofessional team of providers well versed in addressing this increased prevalence of medical misinformation. Health professions educational curricula often lack opportunities for students to learn how to address medical misinformation, employ advanced communication techniques, and work collaboratively. Methods Based on literature and our previous qualitative research, we created a module offering prework learning on COVID-19 and addressing misinformation through advanced communication techniques and interprofessional collaboration. After completing prework, students participated in a standardized patient encounter addressing COVID misinformation. Health professions student dyads completed a preencounter planning huddle and together interviewed a standardized patient. Students received global and checklist-based feedback from standardized patients and completed pre- and postsession self-assessments. Results Twenty students participated (10 third-year medical, nine third-year pharmacy, one fourth-year pharmacy). Key findings included the following: Nine of 15 survey questions demonstrated statistically significant improvement, including all three questions assessing readiness to have difficult conversations and six of 10 questions assessing interprofessional collaboration and team function. Discussion Students participating in this novel curriculum advanced their readiness to address medical misinformation, including COVID-19 vaccine disinformation, with patients and coworkers to improve health decision-making and patient care. These curricular methods can be customized for use with a range of health professions learners.
