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• W2318458045 abstract "Introduction/Background Traditionally, medical education (pre- and post-graduate) has been compartmentalized into profession specific silos. It has been recognized that highly reliable healthcare teams practice frequently in interprofessional teams. Many programs struggle to implement interprofessional curricula. We have taken an existing bootcamp design, previously used for residents entering their first year of fellowship and transformed it into an interprofessional bootcamp. The target group is comprised of nurses, advanced practice nurses and physicians. These learners attended an intense three day course on communication, teamwork and critical care skills through small group activities, skills stations and simulations. Methods Faculty from Emergency Medicine, Critical Care and Cardiology comprised of nurses, physician extenders and physicians, developed an extensive curriculum targeting previously collected needs assessment from fellows, physician extenders and nurses in the Emergency Department and Intensive Care. Evaluations from previous boot camps were also used in developing the curriculum. Feedback was collected at the end of each day from the learners, as well as the faculty. Adjustments were made based on daily feedback; overall feedback will be used for future boot camps. Results: Conclusion Participants found the bootcamp highly educational and interactive. Participants identified one significant element, the ability to work as a team with other clinical providers in a simulated critical event, as contributing the most to their learning. Integrating interprofessional groups into a majority of the sessions required minimal adaptions to the existing content. Areas where interprofessional groups were more challenging to integrate were those focused on clinical and procedural skills that were predominately physician focused (intubation, central lines and advanced airway management). Barriers to effective interprofessional interaction in these areas included the number of learners,,individual expectations for the session and lack of interprofessional faculty involvement in the design and implementation. While groups were picked using a random number assignment on day one, after feedback, groups were assigned in order to maintain the interprofessional mix. Participants expressed a richer learning environment in day two and three with the assigned groups. The boot camp balanced teamwork and communication exercises with lectures on clinical and procedural skills followed by practice on skills trainers. Simulation scenarios were integrated daily, building on items covered each day. Learners felt this allowed them to opportunity to apply what they learned graduating into the final putting it all together scenarios on the last day. Interprofessional boot camps are an achievable approach to providing intense critical care educational content focusing on skills, teamwork and communication. Implementing a three day interprofessional bootcamp is time intensive, faculty demanding and learner participation dependent. When developed by input from faculty from each clinical group participants gained the greatest benefit. Participants found the opportunity to work as a team in scenarios that were high risk and uncommon gave them to opportunity to practice interprofessional communication, discuss the case as a group during debriefing and enhance their clinical teamwork in the real clinical environment. While adjustments will be made to enhance interprofessional teamwork during procedural sessions, minor adjustments will be made to simulation scenarios, teamwork and communication sessions. It is clear the stronger parts of the boot camp were inter-professionally developed while the sessions developed by one profession were seen as less interprofessional by the learners. References 1. Cohen ER, Barsuk JH, Moazed F, et al. Making July Safer: Simulation-Based Mastery Learning During Intern Boot Camp. Acad Med. 2012. doi:10.1097/ACM.0b013e31827bfc0a 2. Fernandez GL, Page DW, Coe NP, et al. Boot Camp: Educational Outcomes After 4 Successive Years of Preparatory Simulation-Based Training at Onset of Internship. J Surg Educ. 2012;69(2):242–248. doi:10.1016/j.jsurg.2011.08.007. 3. McKinney M. Boot camp in session. NPSF looks to inspire organizational change with demonstrations. Modern healthcare. May 24, 2010:18. 4. Nishisaki A, Hales R, Biagas K, et al. A multi-institutional high-fidelity simulation “boot camp” orientation and training program for first year pediatric critical care fellows. Pediatric Critical Care Medicine. 2009;10(2):157–162. doi:10.1097/PCC.0b013e3181956d29. 5. King S, Drummond J, Hughes E, Bookhalter S, Huffman D, Ansell D. An inter-institutional collaboration: transforming education through interprofessional simulations. J Interprof Care. 2013. doi:10.3109/13561820.2013.791260. 6. Tullmann DF, Shilling AM, Goeke LH, Wright EB, Littlewood KE. Recreating simulation scenarios for interprofessional education: an example of educational interprofessional practice. J Interprof Care. 2013. doi:10.3109/13561820.2013.790880. 7. Greidanus E, King S, LoVerso T, Ansell LD. Interprofessional learning objectives for health team simulations. J Nurs Educ. 2013;52(6):311–316. doi:10.3928/01484834-20130509-02. Disclosures Salary Support from Center for Medical Simulation to teach on simulation courses none Per dien honoraria from PAEDSIM e.V. to teach on pediatric simulation courses." @default.
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• W2318458045 title "Board 215 - Program Innovations Abstract Development and Implementation of a Interprofessional Bootcamp for Pediatric Providers to Improve Upon a Physician Focused Process (Submission #618)" @default.
• W2318458045 doi "https://doi.org/10.1097/01.sih.0000441480.31723.1b" @default.
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