Suzanne Escudier (Texas Tech University Health Sciences Center); Melinda Steele (Confluence Educational Consulting, Inc.)

Synopsis

This presentation describes how interprofessional simulation instructor groups learn to create scenarios which incorporate provider-specific roles and responsibilities into team training. The method is evidence based and competency linked.

Purpose

To present a concrete example of how interprofessional collaboration can be both experienced and taught during continuing medicl education activities.

Format

Escudier will describe the current state of interprofessional education as researched by the World Health Organization, and review recommendations for advancement of interprofessional education. She will then describe the format used to guide the workshop participants in designing an interprofessional, evidence-based simulation scenario.

Steele will discuss the workshop’s utilization of adult learning theory to incorporate educational elements for participants who often lack training in education.

Perspective of Presenters

Escudier provides a healthcare professional’s perspective of patient centered team care. Her view is enhanced by personal experience in more than one healthcare provider role. Steele’s long history as a CME provider allows her to describe the change in CME structure with the application of adult learning theory.

Significance to CME and Participants

Participants learn how to incorporate provider-specific roles and responsibilities into team training. The presentation describes a CME activity which utilizes an evidence based, competency linked method to promote the translation of knowledge into practice.

Declaration

No disclosure to report