Strengthening the Clinical Laboratory with Simulation-Enhanced Interprofessional Education

Michelle R. Brown; Dana Bostic

doi:10.29074/ascls.29.4.237

This article requires a subscription to view the full text. If you have a subscription you may use the login form below to view the article. Access to this article can also be purchased.

Michelle R. Brown, MS, MLS(ASCP)^CMSBB^CM⇑
1. University of Alabama at Birmingham, School of Health Professions, Department of Clinical and Diagnostic Sciences, Birmingham, AL
Dana Bostic, MBA, MLS(ASCP)^CM
1. Clinical Laboratory Science Program, DeVry University – Phoenix Campus, Phoenix, AZ

Address for Correspondence: Michelle R. Brown, MS, MLS(ASCP)^CMSBB^CM, University of Alabama at Birmingham, Assistant Professor, School of Health Professions, Department of Clinical and Diagnostic Sciences, 1705 University Blvd, SHPB 474, Birmingham, AL 35294

Explain the significance of interprofessional collaboration as it relates to patient safety and diagnostic errors.
Distinguish the difference between interprofessional education and multiprofessional education in healthcare simulation.
Align interprofessional core competencies with their fundamental principles.

Extract

INTRODUCTION In 1998, the Institute of Medicine (IOM) published the report, To Err is Human, in which they stated that up to 98,000 people die each year due to medical errors.¹ A more recent study, published in 2013, estimates that preventable adverse events contribute to nearly 210,000 premature deaths per year.² The body of literature on patient safety and error prevention continues to grow with much of this literature focusing on effective communication and teamwork.^3-5

In the report, Improving Diagnosis in Healthcare, the IOM recommends increasing collaboration among medical professionals to reduce diagnostic error. Working in interprofessional teams is also encouraged in the educational realm.⁶ Graduating students who are knowledgeable about and proficient in interprofessional teamwork and communication should be a priority in healthcare education programs, including Clinical Laboratory Science (CLS). Simulation-enhanced interprofessional education is one way to promote and practice effective communication and teamwork.

Interprofessional Education Interprofessional education (IPE) is defined as people from different professions learning about, from, and with each other.⁷ This differs from multiprofessional education, where students learn side by side, but interaction is not required. The Interprofessional Education Collaborative (IPEC) was formed to promote and encourage interprofessional learning. They developed four core competencies for interprofessional collaborative practice to use as a framework for activity development and curriculum design in education (Table 1).⁸ The goal is to transform healthcare education and, in turn, have graduates of these programs change and strengthen the quality of patient care in our healthcare systems. As laboratory science students progress through…

ABBREVIATIONS: IPEC – Interprofessional Education Collaborative, IPE - Interprofessional education, CLS – Clinical laboratory scientist

Explain the significance of interprofessional collaboration as it relates to patient safety and diagnostic errors.
Distinguish the difference between interprofessional education and multiprofessional education in healthcare simulation.
Align interprofessional core competencies with their fundamental principles.