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

• Published in: MedEdPORTAL 2024-09, Vol.20, p.11461
• Main Authors: Hayman, Jennifer, Nelson, Sara W, Mallory, Leah A, Dornblaser, Emily K, Chaudron, Linda H, Nichols, Stephanie, Mallar, Christine, Rocheleau, Bethany, Stickney, Isaac, Prast, Brendan, Cohen Konrad, Shelley
• Format: Article
• Language: English
• Subjects: Clinical Skills Assessment/OSCEs; Communication; Communication Skills; Competency-Based Medical Education (Competencies; Cooperative Behavior; COVID-19; COVID-19 - prevention & control; Curriculum; Humans; Interprofessional Education - methods; Interprofessional Relations; Medical Misinformation; Original Publication; Patient Simulation; SARS-CoV-2; Vaccine Hesitancy
• ISSN: 2374-8265; 2374-8265
• DOI: 10.15766/mep_2374-8265.11461

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. 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. 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. 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.