Lightning Talk Description: Black women face higher mortality rates during childbirth due to factors such as provider dismissiveness and unnecessary interventions (Adams & Thomas, 2017; Bond et al., 2021). In this lightning talk, we will present outcomes of an interprofessional simulation developed for healthcare student teams to address structural racism and provider biases that impact Black maternal health care. Six student teams (N = 27; 82% female) including students from six different health professions interacted with a pregnant patient in her third trimester and her partner (standardized patient and caregiver) to develop a client-centered birth care plan that balanced medical risk factors and patient concerns. After the simulation, students and standardized participants completed the Jefferson Teamwork Observation Guide ® (JTOG ®; LaNoue et al., 2019), a competency-based behavioral observation tool to capture real-time evaluation of teamwork from team, patient, and caregiver perspectives. Students additionally completed a program evaluation, rated their post-program increases in self-efficacy, and provided open-ended responses regarding their learning about health disparities and provider biases, roles and responsibilities of team members, and incorporation of learning into their future clinical practice. This lightning talk fulfills the priority criteria of inclusion of patient and caregiver perspectives, measurable learning outcomes, and design to impact the Quadruple Aim outcomes.
Using the JTOG ® with a 7-point Likert scale from 1 (strongly disagree) to 7 (strongly agree), standardized patients (M = 6.33, SD = 1.33) and their caregivers (M = 6.00, SD = 1.26) agreed that the six student teams respected their wishes about care. Students’ ratings of their own teams in this area (M = 5.91, SD = 1.02) were comparable but slightly lower than those of standardized patients and caregivers. Standardized caregivers also agreed that student healthcare teams made them feel like an important member of the team (M = 5.17, SD = 1.47). Students strongly agreed (on a 5-point Likert scale, 5 = strongly agree) that they experienced increases in self-efficacy after the program, including increased understanding of person-centered care (M=4.44) and increased understanding of effective team functioning (M = 4.41). Thematic coding of open-ended student data indicated that 56% of students gained awareness of the impact of different factors on health and/or health care of specific populations. When asked how they will include this information in their future practice, 48% of students said they would use patient/family-centered approaches.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (National Center OICPD). The National Center OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
Learners can claim CE credit by completing the Daily Evaluation.
