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Effective situation-based delirium simulation training using flipped classroom approach to improve interprofessional

Kiyoshi Shikino1, Narumi Ide2, Yoko Kubota3

  • 1Department of General Medicine, Chiba University Hospital, 1-8-1 Chuo-ku Inohana, Chiba, Japan. kshikino@gmail.com.

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|May 27, 2022
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Summary

The flipped classroom approach effectively improved interprofessional collaborative practice competency (ICPC) in health professionals managing delirium. This simulation-based training enhanced cognitive skills and communication, leading to better patient care.

Keywords:
Flipped classroomInterprofessional collaborative practiceMixed methodSimulation

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Area of Science:

  • Medical Education
  • Interprofessional Healthcare
  • Patient Safety

Background:

  • Interprofessional collaborative practice competency (ICPC) is crucial for safe, high-quality, patient-centered care.
  • Effective delirium management necessitates interprofessional teams and multi-component interventions.
  • This study explores the flipped classroom approach to enhance ICPC in delirium case management.

Purpose of the Study:

  • To investigate the effectiveness of the flipped classroom approach in improving ICPC among health professionals.
  • To assess the impact of simulation-based delirium case management training on ICPC.
  • To evaluate cognitive skill development and communication enhancement through this educational model.

Main Methods:

  • A mixed-methods study involving nine health professionals (physicians, nurses, pharmacists).
  • Participants utilized pre-class digital materials on delirium management followed by a readiness assurance test.
  • Interprofessional teams engaged in simulation case scenarios, with ICPC measured by the Chiba Interprofessional Competency Scale (CICS29) and qualitative feedback.

Main Results:

  • The Chiba Interprofessional Competency Scale (CICS29) scores significantly increased post-intervention and at three-month follow-up.
  • Qualitative analysis revealed the flipped classroom approach engaged participants across four Bloom's taxonomy levels (remember, understand, apply, analyze).
  • The intervention fostered a common language for delirium assessment and management, enhancing team communication.

Conclusions:

  • Simulation-based training using the flipped classroom approach is effective for improving ICPC in health professionals.
  • This method promotes higher-level cognitive engagement and application-based learning in interprofessional collaborative practice.
  • The approach facilitates improved communication and a standardized understanding of delirium management, ultimately enhancing patient care.