544 - Brief Interprofessional Education Sessions in the Inpatient Setting are Feasible and Effective in Graduate Medical Education

Saturday, April 29, 2023

3:30 PM – 6:00 PM ET

Poster Number: 544
Publication Number: 544.229

Jacqueline Leja, Children’s Hospital of Michigan, Detroit, MI, United States; Chaya Pitman Hunt, Central Michigan university, Canton, MI, United States; Amy DeLaroche, Children's Hospital of Michigan, Detroit, MI, United States; Rajan Arora, Children's Hospital of Michigan, Detroit, MI, United States; Nirupama Kannikeswaran, Childrens Hospital ofMichigan, Detroit, MI, United States

Presenting Author(s)

Jacqueline Leja, MD (she/her/hers)

Pediatric Residency Program Director
Children’s Hospital of Michigan
Detroit, Michigan, United States

Background: Collaboration among healthcare team members is critical to cohesive patient care. Interprofessional education (IPE), therefore, is increasingly utilized in medical training. While IPE is prevalent in undergraduate medical education, it has been more challenging to incorporate into graduate medical education (GME). Commonly cited barriers include limited time, space, and buy in. We developed IPE sessions with medical residents and nurses to facilitate the implementation of a new bronchiolitis treatment pathway in October 2021.

Objective: Our objective was to determine the efficacy and feasibility of brief IPE sessions in the inpatient setting.

Design/Methods:

IPE sessions were designed to provide education and implementation of an updated protocol for optimal high flow nasal cannula (HFNC) initiation and weaning in acute bronchiolitis in an urban, free standing children’s hospital. Pediatric residents and nurses were asked to participate in one of nine 10-minute IPE sessions conducted by the IPE study team. A survey was distributed to participants using a QR code immediately following each session. The voluntary and anonymous survey included 10 multiple choice questions utilizing a Likert scale to measure responses. In addition, residents completed a post-test to assess acquisition of knowledge.

Results:

Overall, 90 residents and 44 nurses attended IPE sessions (n=134). A total of 93 surveys were completed yielding a 69% (86% residents, 14% nurses) response rate. The majority of respondents agreed that interprofessional learning (1) makes them a more effective member of a healthcare team (97%) and (2) increases their ability to understand clinical problems (98.9%). Among participants, 93.8% expressed a desire to participate in future IPE sessions and 75.5% felt they have adequate time to participate in brief IPE sessions in the inpatient setting. All residents (100%) completed the post-test with a passing score (≥80% correct answers). There was a high rate of acceptance of the protocol, with 75.5% of patients managed according to the new treatment pathway. Successful implementation led to improved patient outcomes with a decreased HFNC treatment time (-16.7 hours, p< 0.0001) and hospital length of stay (-17.4 hours, p< 0.0001).

Conclusion(s):

Our results indicate that brief IPE sessions in the inpatient setting are a feasible and effective way to educate healthcare team members. Additionally, both residents and nurses reported having the time and desire to engage in future IPE sessions. These results provide a framework for the realistic integration of IPE into our GME program moving forward.