Mitigating Misinformation Toolkit: Addressing COVID-19 Misinformation Through Interprofessional Learning and Collaboration Using a Standardized Patient-Based Educational Module

Authors

Jennifer Hayman, Clinical Associate Professor, Department of Pediatrics, Tufts University School of Medicine; Assistant Dean of Educational Affairs, Tufts University School of Medicine-Maine Track; Pediatric Hospitalist, Maine Medical Center.
Sara W. Nelson, Associate Professor, Department of Emergency Medicine, Tufts University School of Medicine and Maine Medical Center; Director of Innovative Curriculum, Tufts University School of Medicine-Maine Track.
Leah A. Mallory, Associate Professor, Department of Pediatrics, Tufts University School of Medicine; Medical Director, Hannaford Center for Safety, Innovation and Simulation, MaineHealth; Attending Physician, Pediatric Hospital Medicine, Barbara Bush Children's Hospital at Maine Medical Center.
Emily K. Dornblaser, Associate Professor and Director of Interprofessional Education, University of New England School of Pharmacy.
Linda H. Chaudron, Department of Medical Education, Maine Medical Center; Professor, Department of Psychiatry, Tufts University School of MedicineFollow
Christine Mallar, Maine Medical CenterFollow
Bethany Rocheleau, Maine Medical CenterFollow
Isaac Stickney, Maine Medical CenterFollow
Brendan Prast, Maine Medical CenterFollow

Document Type

Article

Publication Date

9-2024

Institution/Department

Medical Education

Journal Title

MedEdPORTAL : the journal of teaching and learning resources

MeSH Headings

Humans; COVID-19 (prevention & control); Communication; SARS-CoV-2; Curriculum; Interprofessional Education (methods); Interprofessional Relations; Cooperative Behavior; Patient Simulation

Abstract

INTRODUCTION: Medical mis- and disinformation are on the rise and impact patient health outcomes. The complexity of modern medicine and health care delivery necessitates that care be delivered by an interprofessional team of providers well versed in addressing this increased prevalence of medical misinformation. Health professions educational curricula often lack opportunities for students to learn how to address medical misinformation, employ advanced communication techniques, and work collaboratively. METHODS: Based on literature and our previous qualitative research, we created a module offering prework learning on COVID-19 and addressing misinformation through advanced communication techniques and interprofessional collaboration. After completing prework, students participated in a standardized patient encounter addressing COVID misinformation. Health professions student dyads completed a preencounter planning huddle and together interviewed a standardized patient. Students received global and checklist-based feedback from standardized patients and completed pre- and postsession self-assessments. RESULTS: Twenty students participated (10 third-year medical, nine third-year pharmacy, one fourth-year pharmacy). Key findings included the following: Nine of 15 survey questions demonstrated statistically significant improvement, including all three questions assessing readiness to have difficult conversations and six of 10 questions assessing interprofessional collaboration and team function. DISCUSSION: Students participating in this novel curriculum advanced their readiness to address medical misinformation, including COVID-19 vaccine disinformation, with patients and coworkers to improve health decision-making and patient care. These curricular methods can be customized for use with a range of health professions learners.

First Page

11461

Recommended Citation

Hayman J, Nelson SW, Mallory LA, et al. Mitigating Misinformation Toolkit: Addressing COVID-19 Misinformation Through Interprofessional Learning and Collaboration Using a Standardized Patient-Based Educational Module. MedEdPORTAL. 2024;20:11461. Published 2024 Sep 3. doi:10.15766/mep_2374-8265.11461