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.
WMU ScholarWorks Citation
Singleterry, Lisa; Vliem, Sally; Gibson, Kristine; and Gaynor, Scott, "Assessing Inter-Professional Teamwork Through Low-Fidelity Simulation" (2017). Assessment Fellows Grant. 45.