How interprofessional simulation supports medical students' transition to clinical practice

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.