Simulation in interprofessional education for patient-centred collaborative care.

Area of Science:

• Healthcare education
• Medical simulation
• Interprofessional learning

Background:

• Interprofessional education (IPE) approaches vary, with active, experiential learning being key.
• Patient simulators facilitate integrated learning (knowing, being, doing).
• A competency framework guides IPE using simulation, encompassing shared, complementary, and profession-specific skills.

Purpose of the Study:

• To evaluate learner and teacher reactions to pilot modules of an interprofessional education through simulation project.
• To assess the preliminary effectiveness of simulation-based IPE.

Main Methods:

• Action research approach with ongoing evaluation for iterative development.
• Pilot module evaluation (cardiac resuscitation rounds) using questionnaires with rating scales and open-ended questions.
• Participant groups included nursing students, medical students, and junior medical residents.

Main Results:

• Simulation-based learning provided relevant interprofessional activities for future practitioners.
• Students enthusiastically engaged with both interprofessional and simulation elements.
• Consistently positive attitudinal scores and responses were observed among medical and nursing students.

Conclusions:

• Interprofessional education via simulation is a promising strategy for healthcare professional training.
• This approach prepares students for evolving collaborative healthcare delivery models.
• Positive learner reception indicates the potential of simulation-based IPE.