Providing Remote Students with Access to a Video-enabled Standardized Patient Simulation on Interprofessional Competencies and Late-life Depression Screening

Authors

  • Melodee Harris University of Arkansas for Medical Sciences
  • Leonie Declerk University of Arkansas for Medical Sciences
  • Patricia Schafer University of Arkansas for Medical Sciences
  • Lisa Hutchison University of Arkansas for Medical Sciences
  • Mary Alice Kelly University of Arkansas for Medical Sciences
  • Pam deGravelles University of Arkansas for Medical Sciences
  • Priya Mendiratta University of Arkansas for Medical Sciences
  • Corey Nagel University of Arkansas for Medical Sciences

DOI:

https://doi.org/10.22230/jripe.2019v9n2a291

Keywords:

Remote monitoring, Standardized patient simulation, Distance learner, Late-life depression

Abstract

Background  Standardized patient (SP) simulation is used to teach geropsychiatry. This project tested feasibility and effectiveness of video-enabled SP simulation to teach interprofessional (IP) late-life depression screening.

Methods and findings  Nurse practitioner, pharmacy, and medical students (N=177) participated in remote (n = 27) and on-site (n = 150) SP simulation. Linear mixed-effect model determined the effects of time and setting on pretest and posttest Interprofessional Education Collaborative Competencies Attainment Survey (ICCAS) data. Overall, no significant difference was observed in degree of change on ICCAS domains, indicating both modalities produced equally beneficial outcomes. Small sample size and focus on late-life depression screening limits generalizing results.

Conclusions  Video-enabled SP simulations can be incorporated to prepare students with IP competencies for late-life depression screening.

Author Biographies

Melodee Harris, University of Arkansas for Medical Sciences

Corresponding author.  Contributions include substantial contribution to the conception and design, acquisition of data, analysis and interpretation of data, drafting and revising for important intellectual content and final approval of the version to be published.

Leonie Declerk, University of Arkansas for Medical Sciences

Contributions include substantial contribution to the conception and design, acquisition of data, analysis and interpretation of data, drafting and revising for important intellectual content and final approval of the version to be published.

Patricia Schafer, University of Arkansas for Medical Sciences

Contributions include substantial contribution to the conception and design, acquisition of data, analysis and interpretation of data, drafting and revising for important intellectual content and final approval of the version to be published.

Lisa Hutchison, University of Arkansas for Medical Sciences

Contributions include substantial contribution to the conception and design,interpretation of data, revising for important intellectual content, and final approval of the version to be published.

Mary Alice Kelly, University of Arkansas for Medical Sciences

Contributions include substantial contribution to the conception and design, interpretation of data, revising for important intellectual content, and final approval of the version to be published.

Pam deGravelles, University of Arkansas for Medical Sciences

Contributions include substantial contribution to the conception and design, interpretation of data, revising for important intellectual content, and final approval of the version to be published.

Priya Mendiratta, University of Arkansas for Medical Sciences

Contributions include substantial contribution to the conception and design, interpretation of data, revising for important intellectual content, and final approval of the version to be published.

Corey Nagel, University of Arkansas for Medical Sciences

Contributions include substantial contribution to the conception and design, interpretation of data, revising for important intellectual content, and final approval of the version to be published.

Downloads

Published

2020-03-24

Issue

Vol. 9 No. 2 (2019)

Section

Articles: Empirical Research

License

JRIPE publishes original research in Interprofessional Practice and Education. It allows authors to maintain copyright in exchange for a limited term exclusive license to make the article publicly available; followed by a permanent non-exclusive licence to continue making the article available to users; and the right to make the article available through databases. It asks for 50 percent of any commercial fees payable for usage. Authors may, at any time, archive the work on their own site or that of their institution. Authors must indemnify the journal against damage; obtain any necessary permissions; and attest to the article’s originality and legitimate legal status.

Users have the right to read, download, copy, distribute with the acknowledgement that this aricle was first published by the Journal of Interprofessional Practice and Education, print, search, or link to the full texts of the articles in this journal.