Original Research
Saturday, November 11, 2023
11:30 AM–01:00 PM
Abstract
Introduction: Systems thinking (ST) explores system components and their interactions to understand outcome emergence. Teaching ST and interprofessional collaboration to health professions students is crucial, but curriculum inclusion lacks information. This study assessed how the game, Friday Night at the ER (FNER), influenced ST and interprofessional socialization.
Research Question or Hypothesis: Does an interprofessional experience involving FNER and structured debriefing affect students' ST, self-assessed interprofessional socialization, and collaboration skills?
Study Design: Pre-post test quasi-experimental design.
Methods: Health professions students from thirteen programs were assigned to attend one 2.5-hour session in Fall 2022 where they played FNER and had a debriefing. The primary outcome was change in students’ ST. Before attending, they completed a 28-item survey that included the validated Systems Thinking Scale (STS; 20 items) and modified Interprofessional Socialization and Valuing Scale-9 (ISVS-9; 8 items). After the session, they repeated the survey with an additional question added from the validated Interprofessional Collaboration Competency Attainment Survey and completed an anonymous 9-item, 5-point Likert scale evaluation. Data were summarized as medians or means and compared using Wilcoxon signed ranks or paired sample t-tests, respectively, using SPSS v26 with alpha=0.05.
Results: A total of 626 (90%) students had paired data available to analyze. Median [interquartile range] STS scores increased from pre-to-post-experience (61 [56-71] vs. 72.5 [60-80]; p<0.001). Mean [standard deviation] modified ISVS-9 scores increased from pre-to-post-experience (5.7 [1.0] vs. 6.5 [0.8]; p<0.001). Most students [485 (77%)] perceived that their ability to collaborate improved following the experience. A total of 595 (86%) students completed the post-program evaluation. Most students “agreed” (mean score 4 out of 5) with achieving the learning objectives and that the overall program was of high quality.
Conclusion: An interprofessional experience, consisting of FNER gameplay followed by a structured debriefing can improve ST and interprofessional socialization and collaboration in a large group of health professions students.
Presenting Author
Nicholas Fusco PharmDUniversity at Buffalo School of Pharmacy and Pharmaceutical Sciences
Authors
Joseph Gambacorta BA, DDS, MPH
University at Buffalo School of Dental Medicine
Lisa Jane Jacobsen MD, MPH, MSHPEd
Jacobs School of Medicine and Biomedical Sciences
Kelly Foltz-Ramos PhD, MS
University at Buffalo School of Nursing