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Long-term impact of a single interprofessional education high-fidelity simulation experience: a pilot study
Tina Gunaldo1, Cornelius Rosenbaum1, Alison Davis1
1Center for Interprofessional Education and Collaborative Practice, Louisiana State University Health Sciences Center, New Orleans, Louisiana, USA.
BMJ Simulation & Technology Enhanced Learning
|May 6, 2022
Summary
A single interprofessional education (IPE) simulation improved medical students' collaborative skills. However, skills declined over time, suggesting annual simulations may not be enough for lasting gains in interprofessional collaborative competencies.
Area of Science:
- Medical Education
- Healthcare Simulation
- Interprofessional Collaboration
Background:
- The existing literature on interprofessional education (IPE) simulation lacks robust research on long-term outcomes.
- Assessing the sustained impact of IPE simulation on collaborative skills is crucial for medical training.
Purpose of the Study:
- To evaluate the immediate and longitudinal effects of an interprofessional education simulation on medical students' collaborative skills.
- To determine if a single annual IPE simulation experience is sufficient for maintaining and enhancing interprofessional collaborative competencies.
Main Methods:
- Third and fourth-year medical students participated in an interprofessional education simulation focused on cardiopulmonary resuscitation.
- The Interprofessional Collaborative Competencies Attainment Survey was administered to assess student perceptions of collaborative skills.
Main Results:
- A statistically significant positive change in perceived interprofessional collaborative skills was observed immediately after the simulation for both third and fourth-year students (p<0.05).
- A significant decline in mean scores was noted between third-year post-simulation and fourth-year pre-simulation assessments, indicating skill regression.
Conclusions:
- While a single interprofessional education simulation can positively impact immediate perceptions of collaborative skills, it may not be sufficient for long-term skill development.
- Regular, sustained interprofessional education interventions are likely necessary to prevent skill regression and foster lasting collaborative competence in medical students.
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