CLICK TO GO BACK TO KIOSK MENU Interprofessional Simulation Improves Comfort With Communication Among Emergency Department Personnel CLICK TO GO BACK TO KIOSK MENU Mengchen Cao, MD • Joseph Turner, MD • Zachary Morgan, PhD • Dylan Cooper, MD Department of Emergency Medicine, Indiana University School of Medicine Introduction Results Patient care in the ED involves effective communication in multidisciplinary teams. Simulation enhances interprofessional education (IPE), though some professions are underrepresented. The objective of this study was to evaluate the impact of IPE simulation on communication comfort between personnel from different professions. 38 participants (23 EM PGY1 residents, 6 nurses, 4 pharmacy residents, 3 paramedics, and 2 RT students) In the self-assessment, significant improvements in communication, patient safety, and confidence as a team member were found. Participants felt significantly more comfortable approaching all of the other health care disciplines about error. Participants felt more comfortable approaching physicians with questions, but there was no significant improvement in approaching nursing, pharmacists, RT, or paramedics with questions. Regarding feedback, although there was a significant increase in comfort asking physicians, nursing, pharmacists, and RTs, no significant improvement was found with approaching paramedics. Methods Conclusions Interprofessional teams consisted of EM residents, nurses, pharmacy residents, respiratory therapy (RT) students, and paramedics. Teams rotated through high-fidelity simulations with three different ED scenarios (trauma, medical, and error disclosure). Participants completed an anonymous pre- and post-simulation survey consisting of Likert scale questions on a self-assessment of communication, and perceptions of respect, feedback, and approachability regarding error with their interprofessional colleagues. There were also free text asking for perceived barriers in communication with each profession. This IPE simulation demonstrated improved personal confidence in communication and identity as a member of a healthcare team. Learners perceived an increase in trust and respect between professions, especially in regards to error reporting. Limitations include: lack of free text responses regarding perceived barriers variability in experience in respective fields Further work with IPE simulation could focus on identifying barriers in communication in the multidisciplinary setting and training to reduce specific barriers. References Wong, AH et al. Making an “Attitude Adjustment”: Using a Simulation-Enhanced Interprofessional Education Strategy to Improve Attitude toward Teamwork and Communication. Simulation in Healthcare 2016; 11(2):117-25. Darlow, B et al. The positive impact of interprofessional education: a controlled trial to evaluate a programme for health professional students. BMC Medical Education 2015; 15(98). Shanahan, CA and Lewis, J. Perceptions of interprofessional clinical simulation among medical and nursing students: a pilot study. Journal of Interprofessional Care 2015; 29(5):504-6. Ragucci, KR et al. Evaluation of Interprofessional Team Disclosure of a Medical Error to a Simulated Patient. American Journal of Pharmaceutical Education 2016; 80(8). Contact Information: Mengchen Cao (mengcao@iu.edu)