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

Area of Science:

• Healthcare simulation
• Interprofessional education
• Medical error disclosure

Background:

• Effective communication and metacognition are crucial for interprofessional error disclosure.
• Assessing student performance in error disclosure requires robust tools and methods.
• The Interprofessional Education Collaborative (IPEC) core competencies provide a framework for interprofessional training.

Purpose of the Study:

• To evaluate an error disclosure assessment tool and video recordings for enhancing student learning and metacognitive skills.
• To assess the impact of these tools on the achievement of IPEC core competencies.
• To explore student and faculty perceptions of an interprofessional simulation for error disclosure.

Main Methods:

• Developed instruments to assess performance in interprofessional error disclosure (planning, communication, process, team dynamics).
• Collected student self-assessments before and after video recording review; faculty conducted real-time assessments.
• Administered an instrument to assess IPEC core competency achievement and qualitative data for perceptions.

Main Results:

• Video recordings significantly improved student self-assessment in communication and process categories of error disclosure.
• No significant differences in self-assessment were found among dental, nursing, and pharmacy students.
• Significant differences existed between student self-assessments and faculty assessments, except for post-video communication.

Conclusions:

• Assessment instruments and video recordings likely enhanced students' metacognitive skills in interprofessional error disclosure.
• Simulation training effectively improved perceptions of IPEC core competency achievement.
• The enhanced assessment process appeared to improve learning of essential interprofessional error disclosure skills.