Development of an Interprofessional Shared Decision-Making Teaching Tool (IP-SDM-T2)
Background: Limited data exists regarding real-time feedback and assessment of Interprofessional shared decision-making (IP-SDM) in the experiential, IP education (IPE) setting. Our objectives were to: 1) adapt the previously validated SDM Questionnaire (SDM-Q-9) for use as part of a radar visualization tool, the IP Shared Decision-Making Teaching Tool (IP-SDM-T2), 2) conduct focus groups to examine feasibility, acceptability, usability of the IP-SDM-T2, and 3) identify areas for improvement and how the tool may be best utilized in practice and IPE.
Methods: An IP team adapted the SDM-Q-9 for IP care, mapped the items to the four constructs of SDM (establishing ongoing partnership, information exchange, deliberating options, deciding-acting on decision), and integrated into a radar feedback graphical tool using G Suite, where output is a visualization of individual, care team, and patient/family perspectives on a given SDM situation. Five IP focus groups were completed, consisting of IP educator and learner participants, where the team defined IP SDM, oriented participants to the IP-SDM-T2, showed a video clinical scenario with IP SDM, had participants “test drive” IP-SDM-T2 followed by a semi-structured discussion about the tool, then, complete an online survey about tool usability and provide demographic data. Quantitative and qualitative data analysis was completed using descriptive statistics and thematic analysis, respectively.
Results: Most learner participants (Nf15) were from the medical school, while there was a variety of educator (Nf6) disciplines represented (medicine, pharmacy, clinical psychology, social work, respiratory therapy). Educators reported a range of 1 to 30 years of IP experience. Most participants learned about SDM in didactic coursework (67%) as well as conferences or guest lecturers (33%). Most participants (57%) felt their IP teams practiced SDM “most of the time” or “always”. The median System Usability Scale score was 57.5, which represents need for improvements in usability of the tool from a technical standpoint. General feedback about the IP-SDM-T2 include its potential for use longitudinally in the experiential setting by IP care teams and learners and appreciation for the ability to visualize alignment or differences between individual, team, and patient/family perspective on SDM.
Conclusions and Future Implications: The IP-SDM-T2 may help visualize SDM constructs from patient care scenarios and has potential to be a tool to measure and help foster SDM among IP teams and learners in the experiential setting. Future directions include mobile app development to improve ease of use and future studies (e.g., a pilot study in an experiential IPE setting).
