Clinical Cadavers, Procedural Simulation in the Anatomy Lab

Faculty/Staff Leader Summary

Increasing complexity of the healthcare system has placed additional stresses on interprofessional (IP) healthcare teams. IP collaboration in the clinical setting is mandatory to overcome these increased challenges. While many clinical students can experience unstructured IP collaboration during clinical rotations, effective preclinical IP activities are still being actively developed. The need for IP collaboration is often especially salient in clinical situations where a procedure is indicated, and many students desire more robust procedural instruction. A growing body of evidence demonstrates increased rates of student engagement, and increased understanding and retention with the use of active learning such as small group sessions, peer teaching, and simulation-based activities. Standardized patients (SPs) serve as a conduit for simulation-based clinical skills learning and are widely utilized across the country. Forward-thinking institutions are even using SPs to instruct students on practical diagnostic ultrasound and other non-invasive procedures.

However, SPs are not a suitable forum for therapeutic procedural simulations as these could inflict harm. As a result, students are restricted to solely synthetic models before treating patients. Body donor subjects offer an unrealized and beneficial modality for simulating therapeutic procedures. This novel project aims to develop a co-curricular IP education (IPE) activity in which medical students (MSs), physicians’ assistant students (PASs), and nursing students (NSs) work in peer-led small groups to assess, identify, and treat skin and soft tissue infections (SSTIs) utilizing body donors. Students will gain experience in collaborative teamwork, IP communication, improved technical skill with bedside ultrasound, and increased clinical knowledge of SSTIs.

IPEC Competency Domain(s)
Communication
Roles & Responsibilities
Teams & Teamwork

IPEC Sub-Competencies Targeted
TT3: Practice team reasoning, problem-solving, and decision-making.
TT4: Use shared leadership practices to support team effectiveness.
RR1: Include the full scope of knowledge, skills, and attitudes of team members to provide care that is person-centered, safe, cost-effective, timely, efficient, effective, and equitable.
RR4: Differentiate each team member’s role, scope of practice, and responsibility in promoting health outcomes.
C1: Communicate one’s roles and responsibilities clearly.
C4: Promote common understanding of shared goals.
C5: Practice active listening that encourages ideas and opinions of other team members.