Moderated by Leah Sheridan
Session Coordinator: Maria G. Zavala-Cerna

Presentation 1 - A Novel Telehealth Simulation Utilizing A Medical Interpreter    
Stacie Fairley    
Philadelphia College of Osteopathic Medicine

Purpose
Medical interpreters are essential for working and navigating linguistic barriers for many providers that serve diverse patient populations. This abstract describes how we implemented a virtual multi-institutional Interprofessional Education (IPE) medical interpretation simulation activity with diverse healthcare disciplines across multiple geographic regions.

Methods
Simulation addressed various dynamics of Spanish-English medical interpreting, including roles of healthcare interpreters, ethics, healthcare interpreting skills, terminology, and vocabulary for interpreting and translation. Students simulated and interpreted unscripted, patient-provider encounter cases. Location: Virtual Number of students: over 300 Pre-Session: Facilitators Spanish Speaking Standardized Patients (SP) Medical Interpreters Programs Internal: Doctor of Osteopathic, Doctor of Pharmacy External: Master's of Social Work, Romance Languages During Session: Pre-briefing of facilitators and students Students went into their pre-assigned rooms to meet with SP and facilitator for 25 minute Clinical Faculty Debriefing Post session/ Assessments: A rubric was designed and given to the facilitators to assess the participants' professionalism, empathy, communication, teamwork, decision-making, situation awareness, and treatment during the simulation encounter. A Post Simulation Peer Evaluation was collected from each participant.

Results
The faculty facilitator, standardized patient, medical interpreter, and group peers assessed the learners in each group. Rubrics for assessments were provided. Results indicated students reported myriad learning outcomes including language barrier and areas of growth as well as several logistical challenges. Students from the DO program reported new learning experiences and the development of practical skills, as well as critical thinking abilities.

Conclusions
This collaboration helped the students gain proficiency working with medical interpreters while solidifying their ability to work with other cultures and learning more medical terminology and concepts. Virtual simulations are a worthwhile educational endeavor, and the inclusion of a barrier such as a language lead to positive learning outcomes for all students involved.

Presentation 2 - Student Evaluation of a Telehealth Educational Program in Pre-Clinical Sciences  
Snehal Mehta    
Ross University School of Medicine, Barbados

Purpose
The tele-AHCE (Tele-Ambulatory Health Care Experience) was introduced from May 2021 onwards in Clinical Skills courses in response to pandemic-related restrictions. The tele-AHCE program has enabled students to engage in real patient interviews, virtual proxy-guided physical examinations, critical thinking and analysis, clinical reasoning discussions, case presentations, and receiving formative feedback. This study explores student evaluation of this innovative telehealth educational program.

Methods
We conducted a mixed-method evaluation that involved quantitative and qualitative data analysis to evaluate the tele-AHCE program in six domains - learning objectives and outcomes; learning environment and educational strategies; students' preparedness and engagement; educational content and value; patients' perspectives; and strengths and areas for improvement. We collected data from feedback surveys and pre- and post-tele-ACHE quizzes completed by students enrolled in Spring 2022 and Summer 2022 semesters. Feedback survey instruments included Likert scale items as well as free text responses that addressed each of the six domains.

Results
In total, 356 students participated in the tele-AHCE program, submitted feedback surveys, and completed pre- and post-AHCE quizzes. 93.53% students were able to practice communication skills and 85.26% students appreciated experience of proxy-guided physical examination in telehealth environment. 93.64% students were able to adequately engage with preceptor, specialist nurse and patient. Students frequently used words such as "patient, learning, experience, real, dialysis, appreciated, nurse, feedback - to describe strengths and - more, internet, smaller, connection, hear, quality" to describe areas for improvement of the tele-AHCE program. 

Conclusion
With planning, utilization of instructional design theory and effective collaboration, it is possible to develop and implement a sustainable telehealth educational program in pre-clinical sciences curriculum. Familiarizing students with telehealth experience is important as the use of telehealth is expanding and serves as an indispensable tool to improve access to healthcare.

Presentation 3 - Assessing Medical Spanish Competency Among Medical Students with Simulated Patient Encounters    
Gilberto Garcia    
Texas Tech University Health Sciences Center Paul L. Foster School of Medicine

Background
Medical schools face the challenge of a rapidly increasing Hispanic patient population. The need for Spanish language physician-patient concordance extends beyond that which can be met with Spanish-speaking physicians. To help address this healthcare need, the Paul L. Foster School of Medicine requires all students to take medical Spanish. Two years of Spanish instruction are longitudinally integrated in alignment with the pre-clerkship phase medical skills course. For medical Spanish instruction to improve patient outcomes, it should be linked to an assessment strategy focused on improving language concordance with Spanish-speaking patients, and it should include safety measures to prevent inadvertent communication errors. 

Methods
Students were placed in one of three instructional tiers: Beginner, Intermediate, or Advanced. An internally developed rubric was used to assess oral Spanish competency in doctor-patient communication. This consisted of sections on basic conversation, relevant questioning in the context of a patient encounter, followed by a student's elaboration of a summary including diagnoses and a plan. A guide with example answers is also provided for the evaluator. 

Results
Students uniformly reported that the pre-clerkship Spanish curriculum prepares them for communicating with Spanish-speaking patients. As expected, we observed that advanced students showed the highest scores. Advanced students stated that the linkage of the Spanish course to the medical skills course enhances their history taking ability. 

Conclusion
Oral evaluations of medical Spanish competency should include assessments based on patient encounters. This uniquely systematic and required component of the medical curriculum may serve as proof of concept for other schools developing Spanish language initiatives."

Presentation 4 - Developing A Multi-institutional And Multi-programmatic Virtual IPE Simulation    
Addwoa Dansoa Aduonum    
Philadelphia College of Osteopathic Medicine

Purpose
The emergence of the COVID-19 virus forced healthcare institutions and programs to pivot to virtual learning platforms. In this post COVID-19 era, many healthcare institutions have shifted to hybrid instructions. This abstract describes how we developed a virtual multi-institutional Interprofessional Education (IPE) simulation program with diverse healthcare disciplines across multiple geographic regions.

Methods
Location: Virtual Number of students: over 300 - Pre-Session: Facilitators Standardized Patients (SP) Programs Internal: Doctor of Osteopathic and Doctor of Pharmacy External: Respiratory Therapy, Master's of Social Work, Medical Interpretation and Language Arts, Licensed Practical Nurse, and Bachelor of Nursing. - During Session: Pre-briefing of facilitators and students Students will go into their pre-assigned rooms to meet with SP and facilitator for 25 minutes Clinical Faculty Debriefing - Post session/ Assessments: A rubric was designed and given to the facilitators to assess the participants professionalism, empathy, communication, teamwork, decision making, situation awareness, and treatment during the simulation encounter. A Post Simulation Peer Evaluation was collected from each participant.

Results
The overall group performance and confidence in the simulation activities improved over the course of the academic year beginning with the Fall term and end in the Spring year. Having access to multiple content experts in disciplines such as cultural and spiritual humility and social determinants of health encouraged student engagement.

Conclusions
The Virtual IPE Curriculum highlighted the following: (1) Improved DEI and collaboration among the healthcare workforce to ensure health equity. (2) Students understood the value of working together. (3) Small group discussions facilitated relationship building among students. (4) Not having travel time allowed for better coordination and student engagement in a timely fashion.These virtual IPE activities have given our trainees access to various healthcare disciples that they may otherwise not interact with until they are part of a workforce team.