Document Type




Publication Date

Spring 2017


In 2003, it was determined that health-related education needed to shift from discipline-specific silos and into the arena of inter-professional teams. Given this goal, teamwork – which includes communication and the opportunity to learn about, with, and from multiple health disciplines – is the focus of this assessment grant. A sub-group of the faculty in training team of WMU professionals accelerating clinical education redesign (PACER) chose to utilize a low-fidelity simulation (one which uses verbal descriptions, case studies, discussion and role play to explore a particular topic, engaging all simulation participants in an active learning atmosphere) for medical students, clinical psychology graduate students, dietetic students and nursing students. Key components of learning in simulation are debriefing, feedback, repetitive practice and intentional learning goals within the curriculum. This project initiates post simulation questionnaires and videotaping of the low-fidelity experiences. These tools are used to assess the level of inter-professional teamwork and collaboration of the students and faculty facilitation of the experience.


Lisa Singleterry and Sally Vliem, WMU Bronson School of Nursing, Kristine Gibson, WMU Homer Stryker School of Medicine, and Scott Gaynor, Department of Psychology at WMU, shared this poster at the 2017 WMU Assessment Conference on March 17. They were the recipients of one of the 2016-2017 WMU Assessment Fellows Grants to conduct research on assessment of student learning outcomes.