Simulation-Based Interprofessional ICU Bedside Rounding Course.

Introduction: Medical schools are beginning to implement courses in interprofessional education (IPE) to prepare students for the interprofessional team-based patient care model which is becoming the standard of practice in many healthcare facilities. Students often have little exposure to multidisciplinary rounds prior to residency, and fast-paced low-capacity healthcare environments such as operating rooms and intensive care units (ICUs) necessitate providers be competent and efficient in working within interprofessional teams.

Methods: The University of South Dakota Sanford School of Medicine has developed an innovative, simulationbased ICU bedside rounding course that uses a custom-designed simulated electronic health record system that is a hybrid desktop/web-based application. After they have had the opportunity to review the simulated patient's health records on their own, healthcare students of different backgrounds complete the simulated ICU rounding with a standardized patient at the Parry Simulation Center. This activity includes students from nursing, pharmacy, respiratory therapy, physical therapy, and occupational therapy alongside medical students. Students educate one another about their scope of practice, roles and responsibilities, strengths and limitations, as well as treatment goals and associated challenges. Students receive a formative assessment based on the clinical aspects of the curriculum. In addition, their IPE skills are assessed with the use of a 360-degree assessment instrument designed to measure core IPE competencies: (1) information sharing, (2) team support, (3) learning, (4) teaching, and (5) role clarity. The course consists of two-hour sessions that include a simulation-based encounter followed by a post-activity debriefing.

Results: Average medical student IPE competency score varied significantly based upon grader, with standardized patients grading more harshly. Several common clinical pitfalls were also identified, including indwelling line status and code status. Satisfaction surveys from students showed high satisfaction and requests for including more specialties.

Conclusions: A simulation-based IPE course implemented at an appropriate time in a healthcare curriculum, with applied principles in effective teamwork and communication, will better prepare health professional students to work within the dynamic interprofessional healthcare environment.