How EHRs, Telemedicine Slash Barriers to Team Learning in Med Ed

AMA Wire (02/14/2018) Murphy, Brendan

Every semester, seven colleges and two institutes dedicated to interprofessional education (IPE) within the University of Nebraska Medical Center (UNMC) meet for a day to collaborate and learn from each other. The goal is to advance students' clinical training via the Interprofessional Education to Interprofessional Practice Project (IPE to IPP). The formation of IPE to IPP has led to collaborative mediums for cross-discipline learning, including two 40-foot interactive walls that allow students in Omaha and Scottsbluff to collaborate in real-time. UNMC also depends on its Interprofessional Experiential Center for Enduring Learning to realize its goals. Meanwhile, students from nine health professions at the University of North Dakota School of Medicine and Health Sciences have since 2006 been taking a five-week IPE health care course. To address the challenges that rural areas face, including fewer personnel and specialties in a single location, North Dakota turned to the Remotely Operated Biomedical Telepresence Systems consisting of three patient simulation scenarios. Teams comprised of trainees from up to five disciplines work on cases with one team member being video-conferenced in. "Seeing other people demonstrate their expertise is what created a feeling of respect and appreciation for the other professions that you don't get by simply learning about a profession," notes Richard Van Eck, PhD, associate dean for Teaching and Learning University of North Dakota School of Medicine and Health Sciences. Finally, using simulated health records, residents at the Indiana University School of Medicine work with graduate-level peers in the school's nursing and social work programs to collectively create comprehensive care plans for geriatric patients. The plans are formed through the Regenstrief-EHR Clinical Learning Platform, which includes detailed information from real-life records that have been altered to preserve anonymity. Each month, 15 trainees—five social workers, five nurses and five residents—are emailed a geriatric case for review that includes a case file and patient summary.

"The big take-home for our students, of all the things that we cultured from our qualitative data, was the opportunity to learn about other professions, to interact with other professions, to see other professions' viewpoints and to see how other professions were caring and documenting their care of geriatric patients," says Debra Litzelman MA, MD, professor of medicine at Indiana University School of Medicine and director of Education and Workforce Development at the IU Center for Global Health. All three schools are members of the American Medical Association's Accelerating Change in Medical Education Consortium.

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