Using simulation-based learning to provide interprofessional education in diabetes to nutrition and dietetics and exercise physiology students through telehealth
Abstract Background Current workforce demands require new graduates to competently work within health care teams and often in remote settings. To better prepare students for this work, universities have spent much time developing interprofessional education (IPE) activities. The body of literature s...
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doaj-5025c566552b4986961f90ee0f6f60dc2020-12-20T12:15:54ZengBMCAdvances in Simulation2059-06282019-12-014S11810.1186/s41077-019-0116-7Using simulation-based learning to provide interprofessional education in diabetes to nutrition and dietetics and exercise physiology students through telehealthMarie-Claire O’Shea0Nathan E. Reeves1Andrea Bialocerkowski2Elizabeth Cardell3School of Allied Health Sciences, Griffith UniversitySchool of Allied Health Sciences, Griffith UniversitySchool of Allied Health Sciences, Griffith UniversitySchool of Allied Health Sciences, Griffith UniversityAbstract Background Current workforce demands require new graduates to competently work within health care teams and often in remote settings. To better prepare students for this work, universities have spent much time developing interprofessional education (IPE) activities. The body of literature supporting IPE of allied health students is growing. Simulation-based learning with simulated patients is one platform through which IPE can be implemented in a dedicated, supported environment and potentially at scale. This study describes an interprofessional simulation-based learning experience with nutrition and dietetics and exercise physiology students. The common practice area of interacting with patients who have type 2 diabetes was targeted, and the simulation was delivered in partnership with simulated patients via a telehealth platform to allow interprofessional teams to work collaboratively in remote locations. Methods Ten nutrition and dietetics and 13 exercise physiology students participated in a simulation module in which students observed and collaborated in the development and delivery of an interprofessional treatment plan for patients with diabetes. Learning outcomes were measured according to the first two levels of Kirkpatrick’s (1994) model for training evaluation (i.e. reaction and learning), as well as the perceived impact on behaviour. Results The students’ confidence in communication, assessment, management and ability to work with another health professional significantly increased (p < 0.05) post-activity. Students perceived that the simulation-based learning would have a positive impact on their clinical skills and ability to work with other health professionals. Students reported that the most effective aspects of the simulation module were learning from and about each other, the opportunity for experiential learning and the supportive learning environment. However, the telehealth platform audio clarity and delay had negative impact on the learning experiences for students. Conclusion The overall positive results demonstrate the potential of simulation-based learning activities for preparing allied health students for working in interprofessional teams. Although remote access was possible, the telehealth platform was identified as a limiting factor to this simulation-based learning experience. However, videoconferencing technology has advanced considerably since this study. Hence, there is an opportunity to employ more reliable technology for future simulations.https://doi.org/10.1186/s41077-019-0116-7StudentSimulation-based learningDietitianExercise physiologistInterprofessional educationDiabetes |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Marie-Claire O’Shea Nathan E. Reeves Andrea Bialocerkowski Elizabeth Cardell |
spellingShingle |
Marie-Claire O’Shea Nathan E. Reeves Andrea Bialocerkowski Elizabeth Cardell Using simulation-based learning to provide interprofessional education in diabetes to nutrition and dietetics and exercise physiology students through telehealth Advances in Simulation Student Simulation-based learning Dietitian Exercise physiologist Interprofessional education Diabetes |
author_facet |
Marie-Claire O’Shea Nathan E. Reeves Andrea Bialocerkowski Elizabeth Cardell |
author_sort |
Marie-Claire O’Shea |
title |
Using simulation-based learning to provide interprofessional education in diabetes to nutrition and dietetics and exercise physiology students through telehealth |
title_short |
Using simulation-based learning to provide interprofessional education in diabetes to nutrition and dietetics and exercise physiology students through telehealth |
title_full |
Using simulation-based learning to provide interprofessional education in diabetes to nutrition and dietetics and exercise physiology students through telehealth |
title_fullStr |
Using simulation-based learning to provide interprofessional education in diabetes to nutrition and dietetics and exercise physiology students through telehealth |
title_full_unstemmed |
Using simulation-based learning to provide interprofessional education in diabetes to nutrition and dietetics and exercise physiology students through telehealth |
title_sort |
using simulation-based learning to provide interprofessional education in diabetes to nutrition and dietetics and exercise physiology students through telehealth |
publisher |
BMC |
series |
Advances in Simulation |
issn |
2059-0628 |
publishDate |
2019-12-01 |
description |
Abstract Background Current workforce demands require new graduates to competently work within health care teams and often in remote settings. To better prepare students for this work, universities have spent much time developing interprofessional education (IPE) activities. The body of literature supporting IPE of allied health students is growing. Simulation-based learning with simulated patients is one platform through which IPE can be implemented in a dedicated, supported environment and potentially at scale. This study describes an interprofessional simulation-based learning experience with nutrition and dietetics and exercise physiology students. The common practice area of interacting with patients who have type 2 diabetes was targeted, and the simulation was delivered in partnership with simulated patients via a telehealth platform to allow interprofessional teams to work collaboratively in remote locations. Methods Ten nutrition and dietetics and 13 exercise physiology students participated in a simulation module in which students observed and collaborated in the development and delivery of an interprofessional treatment plan for patients with diabetes. Learning outcomes were measured according to the first two levels of Kirkpatrick’s (1994) model for training evaluation (i.e. reaction and learning), as well as the perceived impact on behaviour. Results The students’ confidence in communication, assessment, management and ability to work with another health professional significantly increased (p < 0.05) post-activity. Students perceived that the simulation-based learning would have a positive impact on their clinical skills and ability to work with other health professionals. Students reported that the most effective aspects of the simulation module were learning from and about each other, the opportunity for experiential learning and the supportive learning environment. However, the telehealth platform audio clarity and delay had negative impact on the learning experiences for students. Conclusion The overall positive results demonstrate the potential of simulation-based learning activities for preparing allied health students for working in interprofessional teams. Although remote access was possible, the telehealth platform was identified as a limiting factor to this simulation-based learning experience. However, videoconferencing technology has advanced considerably since this study. Hence, there is an opportunity to employ more reliable technology for future simulations. |
topic |
Student Simulation-based learning Dietitian Exercise physiologist Interprofessional education Diabetes |
url |
https://doi.org/10.1186/s41077-019-0116-7 |
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