Students from across the University of Wisconsin-Madison health sciences are being immersed in a new life-like hospital setting through an interactive teaching module developed in partnership with DoIT Academic Technology (DoIT AT). The Interprofessional Patient Safety: an Interactive Case-Based Module provides students from various professions with the opportunity to experience how interprofessional communication among a health care team can affect patient outcomes.
Through an Educational Innovation grant, a team of faculty, staff and students from the UW-Madison Schools of Nursing, Medicine and Public Health, and Pharmacy, as well as the Physician Assistant Program, developed the learning module in collaboration with DoIT AT.
“Everything about this project has been fostered by teamwork,” says Blaire Bundy, Service Leader for Strategic Learning Technology Consulting who works closely with the School of Medicine and Public Health on curriculum development. “From the different health sciences faculty, students, and staff involved in developing the content, questions and learning objectives, to the range of staff and expertise provided by various services from DoIT AT – this was a real team effort.”
The Module is the culmination of a variety of contributions from DoIT Academic Technology services including Online Course Production, Learn@UW-Madison and Video Production. Prior to becoming the Service Leader for Learner Experience: Training & Support, Jen Gundry served as an instructional designer and helped develop the storyboards and the interprofessional scripts. Mark Neufeld from Online Course Production provided graphic design and Emmanuel Contreras, Learn@UW Project Assistant and Master’s student in Biomedical Engineering, helped develop the interactive electronic health record that students use to gain knowledge for what happened to the patient. The Video Production team made an empty simulation room come to life with all the activity of a bustling hospital.
The result is a unique and interactive online experience for students. Data from the first cohort of more than 350 third and fourth year medical students indicates that the module is making an impact. “The questions showing the largest increase in educational outcomes were those related to student understanding of their role and how it complements those of other team members,” says Dr. Kelsey Schmidt. “Given our learning objectives, this is exactly where we wanted to see an increase.”
The online module is featured in a Quarterly Article for the School of Medicine and Public Health. The online module can be viewed here.