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Related Experiment Video

Updated: Sep 20, 2025

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

Patient-centered simulation: Practicing interprofessional teamwork with standardized patients.

E Adel Herge¹, Richard W Hass¹

¹Jefferson Center for Interprofessional Practice and Education, Thomas Jefferson University, Philadelphia, PA, USA.

Journal of Interprofessional Care

|June 10, 2022

Summary

This summary is machine-generated.

This interprofessional education activity improved health professions students' understanding of teamwork and role responsibilities. Simulated patient encounters enhanced learning and provided valuable feedback for professional development.

Keywords:

Interprofessional education collaboration communication simulation teamwork

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Area of Science:

Healthcare Education
Interprofessional Collaboration
Simulation-Based Learning

Background:

Interprofessional teamwork is crucial for effective patient care.
Simulation offers a safe environment for practicing complex healthcare skills.
Traditional training may not adequately prepare students for collaborative practice.

Purpose of the Study:

To evaluate an interprofessional learning activity focused on Team Care Planning.
To assess the impact of a simulated discharge meeting on student teamwork skills.
To measure student understanding of interprofessional roles and responsibilities.

Main Methods:

Utilized a simulation environment with standardized patients portraying an elderly stroke patient and her daughter.
Health professions students formed interprofessional teams to conduct a simulated discharge meeting.
Teamwork was assessed using the Jefferson Teamwork Observation Guide® and electronic evaluations.

Main Results:

Students reported an enhanced understanding of team member roles and responsibilities.
Students, faculty, and standardized patients rated the teamwork quality as high.
Debriefing sessions facilitated student reflection on performance and professional development.

Conclusions:

The Team Care Planning simulation effectively met its educational goals.
Simulation-based interprofessional education enhances teamwork and role clarity.
Feedback from standardized patients is vital for student personal and professional growth.