Lessons Learned from the Development and Implementation of Virtual and Telehealth Interprofessional Educational Clinics.

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Date

2021-01

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Abstract

Purpose

The Interprofessional Educational (IPE) Clinic at Duke is a clinical experience that has allowed an interprofessional team, including health professions students, to care for patients in the emergency department (ED) since 2015. COVID-19 presented fundamental challenges to the structure of this experience, such as student restrictions on attending clinical experiences and limitations on the number of providers in a patient room, which necessitated a transition from face-to-face encounters to virtual ones.

Materials and methods

As a result, two virtual experiences were implemented; one was based in the ED with in-person faculty and patients with virtual learners and one staffed by ambulatory providers engaging in telehealth clinics. These experiences sought to provide an interprofessional clinical experience for students while following appropriate safety guidelines. Surveys were distributed to students post-clinic to gather student demographics and their feedback regarding the experience. Additionally, faculty preceptors provided insight into the experience, especially regarding logistics and infrastructure.

Results

The virtual experiences successfully allowed teams of students to participate remotely in aspects of care including history taking, physical assessments, and medical decision-making. Additionally, the virtual care team structure allowed for senior students to mentor junior learners and for faculty members to provide point of care feedback. Students gained practical experience in telehealth that included logistics and challenges of providing virtual care and appreciating how technological barriers such as lack of access to internet-connected devices can be a source of disparity.

Conclusion

The COVID-19 pandemic required the reconfiguration of an in-person clinical experience to a virtual experience and this pivot was well received by students and faculty. The lessons learned can be generalizable to other professional schools who may be seeking to develop an interprofessional clinical experience and are exploring telehealth options.

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Published Version (Please cite this version)

10.2147/amep.s328990

Publication Info

Leiman, Erin R, Kathleen A Waite and Daniel A Ostrovsky (2021). Lessons Learned from the Development and Implementation of Virtual and Telehealth Interprofessional Educational Clinics. Advances in medical education and practice, 12. pp. 1145–1152. 10.2147/amep.s328990 Retrieved from https://hdl.handle.net/10161/28564.

This is constructed from limited available data and may be imprecise. To cite this article, please review & use the official citation provided by the journal.

Scholars@Duke

Leiman

Erin Roxanne Leiman

Assistant Professor of Emergency Medicine

Erin Leiman, MD is Assistant Professor, Director of Undergraduate Medical Education, and Medical Director of the Physician Assistant Residency Program in the Department of Emergency Medicine at Duke University School of Medicine.  Dr. Leiman leads other undergraduate academic pursuits as the Assistant Director for the Duke Interprofessional Education and Care Center and the medical director of the Interprofessional Education Clinic that brings together interprofessional students and faculty to care for patients.  She received her medical degree from Vanderbilt University and trained at the Harvard-affiliated program in Emergency Medicine at Beth Israel Deaconess Hospital in Boston where she was chief resident. 

Ostrovsky

Daniel Allen Ostrovsky

Associate Professor of Pediatrics

Resident Education
Clinical medicine and pediatric primary care
Information Technology
Coding and Billing


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