1. Shannon Cole, DNP, APRN-BC Pamela Waynick-Rogers, DNP, APRN-BC
Utilizing Standardized Patients to Promote IPE: A Case Study Using Mr. Atkins
Shannon Cole, DNP, APRN-BC
Pamela Waynick-Rogers, DNP, APRN-BC

2. Vanderbilt’s Program for Interprofessional Learning
VPIL
Vanderbilt’s Program for Interprofessional Learning

3. Supported in part by the Josiah Macy, Jr. Foundation.

7. Clinic Placements
Subspecialty Care at Vanderbilt The Osher Center for Integrative Health The Comprehensive Care Clinic (HIV/AIDS) Congestive Heart Failure Clinic Emergency Department Henry-Joyce Cancer Clinic Pain Management VA Palliative Care Consultation Team Pediatric Diabetes Pediatric Neurogenetics & Metabolism Pediatric Pulmonary Clinic Sickle Cell Anemia Clinic Vanderbilt Heart Center for Atrial Fibrillation
Community-Based Primary Care
The Clinic at Mercury Courts
Priest Lake Family & Women’s Clinic
Siloam Family Health Center
United Neighborhood Health
Services
Vine Hill Community Clinic
Hospital Based Primary Care
Adult Internal Medicine
Medicine-Pediatrics Primary Care
Pediatric Primary Care

9. VPIL Curriculum Overview

12. Question Template Health Behaviors Clinical Care
Patient/Family Social and Economic Factors

13. Evaluation: Individual Encounter
Set the Stage
Elicit Information
Give Information
Understand the Patient Perspective
End the Encounter

14. Mr. Atkins, a 50 year old male patient is in the clinic today to be evaluated for some recent chest pain. The attending physician has asked you to complete the patient history.
CELA 1
Patient: Walter Atkins
Student Instructions for Each
Encounter: Complete a history of
present illness that includes a social
history, past medical history, family
history and medications. Students
from each profession interview Mr.
Atkins individually. After each student
completes the interview, the team will
meet together as a group to discuss
their observations and formulate a plan.
Following the student team meeting,
the group will present their assessment,
recommendation and plan to Mr. Adkins.
Script for Mr. Atkins: Mr. Atkins
is a trained “standardized patient.”
Mr. Atkins is non-adherent with
both medications and life style
modifications. His overall health
declines at each encounter.
First Encounter: Mr. Atkins, a 50 year
old male patient is in the clinic today
to be evaluated for some recent chest
pain. The attending physician has asked
you to complete the patient history.
Second Encounter: Mr. Atkins
presents today for a three month interval
visit. Since the last visit, he has been
diagnosed with Congestive Heart Failure.
The attending physician has asked you
to update the patient history.
Third Encounter: Mr. Atkins presents
today for a three month interval visit.
His CHF has worsened. He has gained
10 pounds and compl

15. CELA 2 Mr. Atkins presents today for a three month interval
visit. Since the last visit, he has been diagnosed with Congestive Heart Failure.
The attending physician has asked you to update the patient history.

16. CELA 3 Mr. Atkins presents today for a three month interval visit.
His CHF has worsened and he has gained 10 pounds. He has complaint of dyspnea and chest pain.
CELA 3

17. Individual Student Encounters
Each student will interview Mr. Atkins to inquire about his current state of health from both a physical and emotional state.
Students are encouraged to ask additional questions as they relate to there particular field of study.

18. Faculty Evaluation
VPIL faculty view the student encounters with Mr. Atkins in order to gain specific knowledge about how the student interacts with patients.

19. Faculty Evaluation of the Student
Please identify areas of strength for this learner (specific behavior).
Please identify areas of growth for this learner (specific behavior).

20. Evaluation: Group Discussion
Understands the Patient’s Perspective
Share Information
Reaches agreement
Provides Closure

21. Faculty Evaluation: Team Dynamics
VPIL faculty view the group discussions in order to assess team dynamics.
Students spend time with their team discussion the plan for Mr. Atkins.
After the plan is formulated, the team presents the plan to Mr. Atkins.

22. Faculty Evaluation of Team Dynamics
Please identify areas of strength for this group (specific behavior).
Please identify areas of growth for this group (specific behavior).

23. Positive feedback
The faculty are able to see how the students work together in teams and with patients from the very beginning of the program.
Students are able to become effective health coaches.
Students consistently rate this learning activity high.

24. Student Feedback
“ It is great that we have more of an opportunity to really apply what we learn related to our own disciplines. In addition we can see how the rest of the team applies what they know.”

25. Student Feedback
“ I think that CELA is great. It enhanced the interprofessional learning by allowing us to work with our peers to find the best way to care for a patient.”

26. Areas for Improvement
Adjustments have been made related to the “script” in order to meet the needs of novice learners.
The evaluation from faculty is subjective and can be biased based on their own profession.

28. Video Clips
Video clips were shown to the group during this presentation.

29. Thanks to the additional faculty
Heather Davidson, PhD
VPIL Director of Program Development
Jane Easdown, MD & Melissa Hilmes, MD
Vanderbilt University School of Medicine
Rebecca Lofton, Pharm.D.
Vanderbilt Program in Interprofessional Learning
Allison Provine, Pharm. D., BCPS
Lipscomb University College of Pharmacy
Donna Rosenstiel, L.C.S.W