Carolyn Ma1, Lorrie Wong2, Aida Wen3, Robin Arndt4, Alan R Katz5, Karol Richardson6, Ashley B Yamanaka7, Kamal Masaki8. 1. The Daniel K. Inouye College of Pharmacy, University of Hawaii at Hilo, United States. Electronic address: csjma@hawaii.edu. 2. School of Nursing and Dental Hygiene, University of Hawaii at Mānoa, United States. Electronic address: lorriew@hawaii.edu. 3. The John A. Burns School of Medicine, University of Hawai'i Manoa, Department of Geriatric Medicine, United States. 4. Myron B. Thompson School of Social Work, University of Hawaii at Mānoa, United States. Electronic address: rgarndt@hawaii.edu. 5. Office of Public Health Studies, University of Hawaii at Mānoa, United States. Electronic address: katz@hawaii.edu. 6. School of Nursing and Dental Hygiene, University of Hawaii at Mānoa, United States. Electronic address: karolr@hawaii.edu. 7. Office of Public Health Studies, University of Hawaii at Mānoa, United States. Electronic address: aby@hawaii.edu. 8. The John A. Burns School of Medicine, University of Hawai'i Manoa, Department of Geriatric Medicine, United States. Electronic address: kmasaki@hawaii.edu.
Abstract
INTRODUCTION: This paper explores two objectives: (1) effectiveness of interprofessional education facilitators utilizing distance technology to facilitate and debrief an interprofessional exercise with students located on the islands Oahu and Hawai'i Island (Hilo), and (2) impact of technology on the simulation experience for facilitators and students. METHODS: Four disciplines participated in an interprofessional hospital discharge exercise for the same geriatric patient case. Two questions administered to facilitators and students after each session focused on: (1) satisfaction with the students' ability to work through the simulation, and (2) satisfaction with the use of distance technology. RESULTS: Results showed no significant differences when comparing students to facilitators for the students' ability to work through the simulation. Students gave significantly lower satisfaction scores with distance technology than faculty. There were no significant differences in scores among disciplines between either facilitators or students. Pharmacy distance students had significantly lower scores for satisfaction with the simulation exercise and for the role of distance technology compared to other students. Qualitative analyses showed trend improvements over five semesters in four technology areas; volume, noise, difficulty with clarity/understanding, and seating location/placement issues for the on-site group, but only significant improvement with clarity/understanding in the distance group. CONCLUSIONS: Interprofessional simulation exercises can be successfully facilitated from both on-site and distance site without compromising students' ability to work through the exercise. Satisfaction with distance technology was lower for distance student groups.
INTRODUCTION: This paper explores two objectives: (1) effectiveness of interprofessional education facilitators utilizing distance technology to facilitate and debrief an interprofessional exercise with students located on the islands Oahu and Hawai'i Island (Hilo), and (2) impact of technology on the simulation experience for facilitators and students. METHODS: Four disciplines participated in an interprofessional hospital discharge exercise for the same geriatric patient case. Two questions administered to facilitators and students after each session focused on: (1) satisfaction with the students' ability to work through the simulation, and (2) satisfaction with the use of distance technology. RESULTS: Results showed no significant differences when comparing students to facilitators for the students' ability to work through the simulation. Students gave significantly lower satisfaction scores with distance technology than faculty. There were no significant differences in scores among disciplines between either facilitators or students. Pharmacy distance students had significantly lower scores for satisfaction with the simulation exercise and for the role of distance technology compared to other students. Qualitative analyses showed trend improvements over five semesters in four technology areas; volume, noise, difficulty with clarity/understanding, and seating location/placement issues for the on-site group, but only significant improvement with clarity/understanding in the distance group. CONCLUSIONS: Interprofessional simulation exercises can be successfully facilitated from both on-site and distance site without compromising students' ability to work through the exercise. Satisfaction with distance technology was lower for distance student groups.
Authors: Theresa Kreif; William Chismar; Kathryn L Braun; Michael DeMattos; Tetine Sentell; Jing Guo; Noreen Mokuau Journal: Hawaii J Health Soc Welf Date: 2021-08