MedEdPORTAL (Jun 2014)
Interprofessional Collaboration and Care Coordination in the Care of the Discharged Elderly Patient
Abstract
Abstract Introduction There has been an increased emphasis on improving communication and working in teams as part of health professions training. The Institute of Medicine, in its 2003 report “Health Professions Education: A Bridge to Quality,” stressed education on management of chronic diseases and working in interdisciplinary teams.” Effective team-based care that promotes patient safety would best be achieved when members of the health care team understand the roles and contribution of each team member to patient care. Methods This product consists of a series of activities conducted as a month-long web-based module among third-year medical students, aimed at educating them on the role of members of the health care team in care coordination through interprofessional collaboration during the post-discharge period. Participants role-play as primary care physicians who communicate with members of the health care team to coordinate the care of a patient as the patient's clinical, functional, and social needs unfold in the month post-discharge. The module can be carried out over a 2-4 week period requiring student participation effort of 2 hours per week and facilitator participation effort of 10 hours a week. Results This curriculum has been well received by the medical students. One-hundred and twenty-eight medical students at the Emory University School of Medicine received the Care Transitions. Following the course, 72% responded positively (“agree” or “strongly agree”) to their ability to develop a multidisciplinary care plan, as to only 40% precourse. Seventy-eight percent responded positively to understanding the role of members of the healthcare team in care coordination as opposed to 50% precourse. Medical students' confidence and attitude scores relating to care transitions improved significantly after participation in the curriculum. Two satisfaction questions on the posttest survey were included to assess satisfaction with each component of the curriculum, ranging from “poor” (score − 1) to “excellent” (score − 5). The percentage of students who rated each portion of the course “good” or better was determined as the percentage who were satisfied with the curriculum. 92.5% of participants expressed satisfaction with the curriculum. Qualitatively, students responded with comments about how beneficial the curriculum was. Discussion There has been an increased emphasis on improving communication and working in teams as part of health professions training. This resource consists of a series of activities, aimed at educating third-year medical students on the role of members of the healthcare team in care coordination through inter-professional collaboration during the post discharge period.
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