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Updated: Jan 13, 2026

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How interprofessional simulation supports medical students' transition to clinical practice.

Libby Thomas1,2, Gabriel Reedy3

  • 1Blizard Institute, Queen Mary University of London (QMUL), London, United Kingdom. libby.thomas@qmul.ac.uk.

Advances in Simulation (London, England)
|January 8, 2026
PubMed
Summary

Interprofessional simulation training enhances medical students' confidence and professional identity during practice transitions. This approach offers unique learning experiences, preparing students for collaborative healthcare environments.

Keywords:
Behavioural skillsConfidenceHealth outcomesInterdependent agentic capabilitiesInterprofessional simulationLegitimate peripheral participationMulti-disciplinaryNoticingRealismThreshold conceptUndergraduate education

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Area of Science:

  • Medical Education
  • Healthcare Simulation
  • Interprofessional Practice

Background:

  • Pre-licensure training often remains siloed, despite interprofessional education (IPE) improving staff and patient outcomes.
  • Simulation-based education (SBE) enhances clinical and communication skills, particularly during training transitions.
  • Integrating IPE and SBE may optimize educational impact at critical transition points.

Purpose of the Study:

  • To explore medical students' experiences with interprofessional simulation-based education (IPE-SBE).
  • To understand how IPE-SBE supports transitions to professional practice.
  • To identify the unique value IPE-SBE offers to the learning experience.

Main Methods:

  • Phenomenological study of medical students' experiences in an IPE-SBE program.
  • Sequential mixed-methods design including surveys (n=229) and qualitative data from interviews (n=29) and focus groups.
  • Analysis of qualitative data to understand the intertwined elements of the IPE-SBE experience and its impact.

Main Results:

  • Three themes emerged: realism, gaining confidence, and learning to observe.
  • IPE-SBE provides a realistic environment for developing observational skills and confidence for practice transitions.
  • Overcoming implementation challenges yields unique learning outcomes, supported by threshold concepts, agentic capabilities, and legitimate peripheral participation.

Conclusions:

  • Interprofessional simulation fosters immersive, emotionally resonant learning experiences.
  • IPE-SBE enhances student confidence, professional identity, and integration into clinical teams.
  • This research highlights the unique value of IPE-SBE in preparing students for collaborative healthcare practice.