Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2017 Apr;81(3):54.
doi: 10.5688/ajpe81354.

Student Self-Assessment and Faculty Assessment of Performance in an Interprofessional Error Disclosure Simulation Training Program

Therese I Poirier  1 , Junvie Pailden  1 , Ray Jhala  1 , Katie Ronald  1 , Miranda Wilhelm  1 , Jingyang Fan  1
Affiliations

Student Self-Assessment and Faculty Assessment of Performance in an Interprofessional Error Disclosure Simulation Training Program

Therese I Poirier et al. Am J Pharm Educ. 2017 Apr.

Abstract

Objectives. To conduct a prospective evaluation for effectiveness of an error disclosure assessment tool and video recordings to enhance student learning and metacognitive skills while assessing the IPEC competencies. Design. The instruments for assessing performance (planning, communication, process, and team dynamics) in interprofessional error disclosure were developed. Student self-assessment of performance before and after viewing the recordings of their encounters were obtained. Faculty used a similar instrument to conduct real-time assessments. An instrument to assess achievement of the Interprofessional Education Collaborative (IPEC) core competencies was developed. Qualitative data was reviewed to determine student and faculty perceptions of the simulation. Assessment. The interprofessional simulation training involved a total of 233 students (50 dental, 109 nursing and 74 pharmacy). Use of video recordings made a significant difference in student self-assessment for communication and process categories of error disclosure. No differences in student self-assessments were noted among the different professions. There were differences among the family member affects for planning and communication for both pre-video and post-video data. There were significant differences between student self-assessment and faculty assessment for all paired comparisons, except communication in student post-video self-assessment. Students' perceptions of achievement of the IPEC core competencies were positive. Conclusion. The use of assessment instruments and video recordings may have enhanced students' metacognitive skills for assessing performance in interprofessional error disclosure. The simulation training was effective in enhancing perceptions on achievement of IPEC core competencies. This enhanced assessment process appeared to enhance learning about the skills needed for interprofessional error disclosure.

Keywords: error disclosure; faculty assessment; interprofessional education; self-assessment; simulation training.

PubMed Disclaimer

References

    1. Makary MA, Daniel M. Medical error – the third leading cause of death in the US. BMJ. 2016;353(23):i2139. - PubMed
    1. Institute of Medicine. To Err Is Human: Building a Safer Health System. Washington, DC: National Academies Press; 1999. http://www.nationalacademies.org/hmd/∼/media/Files/Report Files/1999/To-.... Accessed June 30, 2016.
    1. Etchegaray JM, Gallagher TH, Bell SK, Dunlap B, Thomas EJ. Error disclosure: a new domain for safety culture assessment. BMJ Qual Saf. 2012;21(7):594–599. - PubMed
    1. Wolf ZR, Hughes RG. Error reporting and error disclosure. In: Patient Safety and Quality as Evidence-Based Handbook for Nurses. Rockville, MD: Agency for Healthcare Research and Quality; 2008. http://ncbi.nlm.nih.gov/books/NBK2652/ - PubMed
    1. Barrios L, Tsuda S, Derevianko A, et al. Framing family conversation after early diagnosis of iatrogenic injury and incidental findings. Surg Endosc. 2009;23(11):2535–2542. - PubMed

LinkOut - more resources