Introduction: 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.

Methods: 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.

Results: 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.

Discussion: 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.

Keywords: COVID-19; Clinical Skills Assessment/OSCEs; Communication Skills; Competency-Based Medical Education (Competencies; EPAs); Interprofessional Education; Medical Misinformation; Milestones; Standardized Patient; Vaccine Hesitancy.

© 2024 Hayman et al.

简介： 医疗错误信息和虚假信息正在增多，并且影响患者的健康结果。现代医学和医疗服务的复杂性要求由一个熟悉应对这种医疗错误信息增加趋势的专业团队来提供护理服务。然而，卫生专业教育课程往往缺乏让学生学习如何处理医疗错误信息、运用高级沟通技巧以及进行跨专业协作的机会。

方法： 基于文献和我们之前的定性研究，我们创建了一个模块，该模块提供了有关新冠病毒的学习前工作内容，并通过高级沟通技术和跨专业合作来应对虚假信息。完成学习前工作后，学生参与了处理新冠错误信息的标准病人会面。卫生专业的学生双人组在见标准病人之前进行了会面前的规划会议，一起面试了标准病人。学生们从标准化患者那里获得了全球反馈和清单反馈，并完成了课程前后自评。

结果： 二十名学生参与了此次研究（10名为三年级医学生，9名为三年级药学专业学生，1名为四年级药学专业学生）。关键发现包括以下内容：十五项调查问卷中的九项显示统计显著性改善，其中包括三项关于准备进行艰难对话的评估问题以及十项关于跨专业合作和团队功能的评估问题中的六项。

讨论： 参加此次创新课程的学生们提高了他们与患者及同事沟通医疗错误信息（包括新冠疫苗虚假信息）的能力，以改善健康决策和患者护理。这些课程方法可以定制用于各种卫生专业学习者。

关键词： 新冠病毒；临床技能评估/客观结构化临床考试(OSCE)；沟通技巧；基于能力的医学教育（能力；EPAs）；跨专业教育；医疗错误信息；里程碑；标准化病人；疫苗犹豫。