MedEdPORTAL (Jun 2015)
GT-OSVE: A Method to Teach Effective Interdisciplinary Team-Based Post-Hospital Transitional Care
Abstract
Abstract A series of Geriatric Transitions Objective Structured Video Examination (GT-OSVE) cases was developed with Health Resources and Services Administration Geriatric Academic Career Award support to meet an unmet need in care transitions education. Most existing care transitions educational materials focus on the time of hospital discharge. These cases focus instead on posthospital transitional care in various settings, including the outpatient primary care clinic, skilled nursing facility, and assisted living facility. The GT-OSVE case presented here—Hospital to Outpatient Care Transition—addresses the first posthospital primary care outpatient visit. This resource was designed to be broadly applicable to health professions trainees ranging from novice to expert. It was also designed to ease the scheduling burden of arranging interdisciplinary experiences by videotaping the encounter of a standardized patient and his caregiver with a trainee, so that faculty members do not need to schedule or compensate standardized patients and other actors to administer the GT-OSVE. The case depicts a standardized patient playing the role of a hypothetical patient, Mr. John Coleman, undergoing a transition of care. The case may be used as an educational tool to teach interdisciplinary health professions trainees about care transitions involving older adults across the continuum of care. The target audience involves teams of interdisciplinary health professions trainees, including but not limited to medical students, residents, physician assistant students, clinical pharmacy students, social work students, and nursing students. The GT-OSVE prompts an individual or an interdisciplinary team to formulate a transitions plan based on the video case. An after-visit summary template provided to trainees helps them organize their transitions plans based on best practices in posthospital transitions. The faculty checklist of care transitions and team functioning domains assists faculty in debriefing with trainees after each case about skills important to interdisciplinary models of primary care practice. Preliminary data among the first residency class (n = 8) to participate in the GT-OSVE suggest improved self-efficacy in facilitating transitions of care and positive experiences overall with the GT-OSVE.
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