Professional Poster

Integrating Team Observed Structured Clinical Encounters (TOSCEs) Utilizing Standardized Patients to Evaluate Team-readiness and Clinical-readiness

Evelyn Graeff, MEd, DHSc

Matthew Machado, Professor of Pharmacy Practice

Professor of Pharmacy Practice

MCPHS University

Carolyn Hall, PharmD, BCPS

Assistant Professor of Pharmacy Practice

MCPHS University

Rita Morelli, PharmD, BCACP, RPh

Associate Professor of Pharmacy Practice and Coordinator of Experiential Education

MCPHS University

Nancy Stern, BA, BS, RPh

Associate Profssor

MCPHS University

Yulia Murray, PharmD, BCPS

Associate Professor of Pharmacy Practice

MCPHS University

Jennifer Prisco, PharmD

Assistant Dean of Interprofessional Programs and School Operations

MCPHS University

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Track:

Preparing Students for Interprofessional Collaborative Practice

Keywords: team observed structured clinical encountersinterprofessionalclinical readiness

Background:
Team Observed Structured Clinical Encounters (TOSCEs) involving standardized patients (SPs) are an effective way to teach and evaluate core interprofessional skills and support learning to improve health outcomes. TOSCEs provide a method of evaluating interprofessional skills in a formative, low stakes environment. TOSCEs provide valuable feedback to students which better prepare them in real-life clinical patient care.

Methods:
Pharmacy, Physician Assistant (PA), and nursing students participated. Medically trained actors were used as SPs. Students (2-3/group) were assigned to 1 of 2 pharmacogenomic primary care cases: Case A had a male SP and Case B had a female SP with other factors equal. Faculty facilitators completed an 8-question validated rubric based on the Interprofessional Education Collaborative (IPEC) core competencies. Team performance was analyzed using means and an analytical checklist evaluated discipline-specific contributions.

Results:  
Most of the student participants, 69.6%, were female. Case B had a higher mean for 88% of IPE questions. Pharmacy students: 62-81% elicited a medication history, interpreted genetic results to make a recommendation, and educated on adherence and med usage. PA students: 64-100% elicited a history of present illness, reviewed symptoms, performed a physical exam, and referred to pharmacy students to interpret genetic information. Nursing students: 63-100% performed a physical exam, recognized SP anxiety, and educated on smoking cessation, cost-savings, and behavioral strategies.

Conclusion: 
Student teams were evaluated at a higher level of interprofessional competency when having a female SP. To understand differences in performance, further research is needed. TOSCEs provide an opportunity for students to demonstrate interprofessional skills and practice specific skills in a team setting. Overall, TOSCEs aid programs in determining team-readiness and discipline-specific contributions. Performance results can be used for curricular quality improvement initiatives.