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Protein Families02:47

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Protein families are groups of homologous proteins; that is, they have similarities in amino acid sequences and three-dimensional structures. Protein families usually occur because of gene duplication, where an additional copy of a gene is inserted into the genome of an organism.   Mutations that change the amino acids but still allow the protein to be properly synthesized, will lead to new protein family members.   If these new proteins contain similar amino acids in key...
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Gene families consist of groups of genes proposed to have originated from a common ancestor. Typically these arise through events in which a gene or genes are mistakenly duplicated during cell division. Unlike their parent genes (which are subject to selection pressure to maintain function), these gene copies do not need to preserve their sequences and may evolve at a relatively faster rate.
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Area Between Curves: Integrating With Respect to y01:29

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Consider a planar region bounded by two curves that are both written as functions of the vertical variable, y. The left and right boundary curves are continuous between y = c and y = d, and these two horizontal lines define the vertical limits of the region. Because the boundaries depend on y rather than x, the area is most appropriately evaluated using horizontal slices.The area is obtained using the Riemann sum method. The region is divided into many thin horizontal strips, each having an...
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Area Between Curves: Integrating With Respect to x01:25

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Consider two continuous functions defined on a closed interval from a to b. The region between these curves is bounded vertically by their graphs and horizontally by the endpoints of the interval. The objective is to measure the area of this region.An initial estimate of the area can be obtained by dividing the interval into a large number of narrow vertical strips of equal width. Each strip is approximated by a rectangle whose height is given by the vertical difference between the two...
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Updated: Jan 28, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
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An Interprofessional Standardized Patient Case for Improving Collaboration, Shared Accountability, and Respect in

Anita Vijay Kusnoor1, Anne C Gill2, Catherine L Hatfield3

  • 1Associate Professor, Department of Medicine, Baylor College of Medicine.

Mededportal : the Journal of Teaching and Learning Resources
|February 26, 2019
PubMed
Summary

This interprofessional education activity improved medical, nursing, and pharmacy students' understanding of teamwork and accountability. The simulation and debriefing enhanced collaborative care skills and respect for diverse professional perspectives.

Keywords:
Error DisclosureInterprofessional Education

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Area of Science:

  • Healthcare Education
  • Patient Safety
  • Interprofessional Collaboration

Background:

  • Effective interprofessional collaboration is crucial for patient safety.
  • Communication is a key component of successful teamwork in healthcare.
  • Interprofessional Education (IPE) aims to prepare students for collaborative practice.

Purpose of the Study:

  • To assess the impact of a standardized patient (SP) activity on interprofessional competencies.
  • To enhance medical, nursing, and pharmacy students' understanding of collaborative care, respect for other disciplines, and shared accountability.
  • To evaluate student perceptions of an IPE activity focused on medical error disclosure.

Main Methods:

  • A low-stakes, formative assessment involving senior medical, nursing, and pharmacy students in teams.
  • Students participated in an icebreaker, planned and executed a medical error disclosure to an SP, and engaged in a debriefing session.
  • Standardized patients evaluated team performance, and post-session surveys collected student feedback.

Main Results:

  • 1,151 students participated across three health science disciplines.
  • Post-session surveys indicated students felt they achieved relevant competencies and improved their understanding of other disciplines' perspectives.
  • Students found the simulation encounter and debriefing effective for appreciating interprofessional contributions to patient care.

Conclusions:

  • The standardized patient activity facilitated collaborative problem-solving and enhanced interprofessional understanding.
  • Debriefing discussions effectively broadened students' appreciation for diverse professional expertise and promoted shared accountability.
  • The engaging IPE activity proved effective in preparing students for collaborative healthcare practice.