PT - JOURNAL ARTICLE AU - Colleen Marshall AU - Jessi Van Der Volgen AU - Nancy Lombardo AU - Claire Hamasu AU - Elizabeth Cardell AU - Donald K. Blumenthal TI - A Mixed Methods Approach to Assess the Impact of an Interprofessional Education Medical Error Simulation AID - 10.5688/ajpe7133 DP - 2020 Feb 01 TA - American Journal of Pharmaceutical Education PG - 7133 VI - 84 IP - 2 4099 - http://www.ajpe.org/content/84/2/7133.short 4100 - http://www.ajpe.org/content/84/2/7133.full SO - Am J Pharm Educ2020 Feb 01; 84 AB - Objective. To evaluate the impact of a single, half-day interprofessional education (IPE) simulation on disclosing medical errors, and to compare the impacts on pharmacy students with those on students from other health professional programs.Methods. A mixed methods approach was used to provide a comprehensive understanding of the immediate and persistent outcomes of a realistic medical error disclosure simulation. Anonymous pre- and post-simulation quantitative data were collected using a validated attitudinal survey instrument administered at the time of the simulation. To assess more sustained impacts of the simulation, uni-professional focus groups were held several months following the simulation.Results. The survey analysis showed that a significant positive change in attitudes towards teamwork, roles and responsibilities occurred in students in most of the professions represented, with pharmacy students experiencing positive changes across a wider range of interprofessional attitudes. The focus group results showed that there were persistent impacts across all professions on learners’ knowledge, skills, attitudes, and confidence in disclosing medical errors in interprofessional teams.Conclusion. Mixed methods analysis of a high-fidelity IPE error disclosure simulation demonstrated that single IPE activities, if realistic, can have significant positive impacts on students’ interprofessional attitudes and competencies, and increase confidence in conducting team-based error disclosures.