Introducing students to patient safety through an online interprofessional course

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Authors: Amy V Blue, Laurine Charles, David Howell, et al

Published Date December 2010 Volume 2010:1 Pages 107 - 114

DOI: http://dx.doi.org/10.2147/AMEP.S13350

Amy V Blue^1,*, Laurine Charles², David Howell¹, Yiannis Koutalos³, Maralynne Mitcham⁴, Jean Nappi⁵, James Zoller⁶

¹Office of the Provost, Medical University of South Carolina, Charleston, SC, USA; ²College of Health Professions, Medical University of South Carolina, Charleston, SC, USA; ³Departments of Ophthalmology and Neurosciences, Medical University of South Carolina, Charleston, SC, USA; ⁴Department of Health Professions, Medical University of South Carolina, Charleston, SC, USA; ⁵South Carolina College of Pharmacy, Medical University of South Carolina, Charleston, SC, USA; ⁶Department of Health Sciences and Research, Medical University of South Carolina, Charleston, SC, USA
*Authorship is listed alphabetically

Abstract: Interprofessional education (IPE) is increasingly called upon to improve health care systems and patient safety. Our institution is engaged in a campus-wide IPE initiative. As a component of this initiative, a required online interprofessional patient-safety-focused course for a large group (300) of first-year medical, dental, and nursing students was developed and implemented. We describe our efforts with developing the course, including the use of constructivist and adult learning theories and IPE competencies to structure students' learning in a meaningful fashion. The course was conducted online to address obstacles of academic calendars and provide flexibility for faculty participation. Students worked in small groups online with a faculty facilitator. Thematic modules were created with associated objectives, online learning materials, and assignments. Students posted completed assignments online and responded to group members' assignments for purposes of group discussion. Students worked in interprofessional groups on a project requiring them to complete a root cause analysis and develop recommendations based on a fictional sentinel event case. Through project work, students applied concepts learned in the course related to improving patient safety and demonstrated interprofessional collaboration skills. Projects were presented during a final in-class session. Student course evaluation results suggest that learning objectives and content goals were achieved. Faculty course evaluation results indicate that the course was perceived to be a worthwhile learning experience for students. We offer the following recommendations to others interested in developing an in-depth interprofessional learning experience for a large group of learners: 1) consider a hybrid format (inclusion of some face-to-face sessions), 2) address IPE and broader curricular needs, 3) create interactive opportunities for shared learning and working together, 4) provide support to faculty facilitators, and 5) recognize your learners' educational level. The course has expanded to include students from additional programs for the current academic year.

Keywords: patient safety, interprofessional, online education

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