A scoping review to understand simulation used in interprofessional education

Lee, Crystal A.; Pais, Kimberly; Kelling, Sarah E.; Anderson, Olivia S.

doi:10.1016/j.xjep.2018.08.003

Cited by 38 publications

(27 citation statements)

References 101 publications

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“…Key to the potential of peer simulation is the possibility that the training of students to effectively portray patient roles may remove the barriers inherent in SP methodology, such as cost, and the recruitment, hiring and training of actors, when providing equivalent or superior outcomes for learners . Peer simulation may address these barriers by providing ready access to students who can be trained to accurately portray patient roles for one another.…”

Section: Discussionmentioning

confidence: 99%

“…Learning with SPs provides students with opportunities to work with a real person portraying the patient's story as a proxy . However, barriers to working with SPs include costs, training requirements and organisational commitments . Subsequently, educators continue to investigate innovative methods of delivering economically sustainable and effective SBE programmes …”

Section: Introductionmentioning

confidence: 99%

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Students as patients: A systematic review of peer simulation in health care professional education

et al. 2020

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Context: Evidence supports the substitution of both clinical placement time and traditional educational activities with simulation-based education (SBE). However, lack of resources can be a barrier to SBE implementation. Peer simulation provides an alternative to simulated patient (SP)-based SBE by educating students to portray patient roles.This diversifies learning experiences for students using SBE and may decrease costs.Objectives: This study aimed to determine the impact of students portraying the roles of patients in a simulation-based learning environment (peer simulation) on learning outcomes in entry-level health care professional students.Methods: Seven databases were searched (from inception to 8 May 2019) using terms including 'peer simulation,' 'role-play' and 'simulated/standardised patient.' The studies included described a health care professional student SBE interaction involving peer simulation. Data were extracted by two independent investigators. Study quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI) and Critical Appraisal Skills Programme (CASP). A descriptive analysis was completed and meta-analysis conducted in instances in which outcomes could be pooled. Results:A total of 12 studies met the inclusion criteria. Constructs measured by the studies included communication, empathy, self-efficacy and confidence. Five randomised controlled trials compared peer simulation with the use of SPs and demonstrated greater or equivalent patient empathy gains in peer simulation. Meta-analysis determined no difference in communication capabilities between the two groups.Students perceived peer simulation as comparably valuable and frequently superior to other forms of learning. This review was unable to determine effective design features of peer simulation initiatives. Conclusions:Students were positive about peer simulation, but there has been limited evaluation of learning outcome attainment. Significant heterogeneity was observed; studies were diverse in design, outcome measures and the training provided for peer patients. Peer simulation positively influences student communication and development of patient empathy and offers an alternative to learning with SPs. Further rigorous research is required to understand the impact of peer simulation for a broader range of learning outcomes and to confirm the impact of this developing educational approach.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Students as patients: A systematic review of peer simulation in health care professional education

et al. 2020

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“…As technology becomes more ubiquitous throughout education, institutions of professional healthcare learning are incorporating various tools for students to utilize [ 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 ]. A 2011 survey of 89 pharmacy schools in the United States reported the use of some forms of technology ranging from lecture capture and presentation software to videoconferencing and social media.…”

Section: Introductionmentioning

confidence: 99%

“…Preceptor survey questions evaluating student readiness for community introductory pharmacy practice experience 1. …”

mentioning

confidence: 99%

Integration of a Virtual Dispensing Simulator “MyDispense” in an Experiential Education Program to Prepare Students for Community Introductory Pharmacy Practice Experience

et al. 2021

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Background: Technology is increasingly used to enhance pharmacy education. We sought to evaluate student learning and preparedness for community introductory pharmacy practice experiences (IPPEs) after implementation of “MyDispense” into experiential education. Methods: Both first-year pharmacy students and assigned community IPPE preceptors were eligible. Students were stratified based on previous community pharmacy experience (< or ≥ 50 h), then randomized to complete MyDispense exercises before IPPE (group A) or after 24–32 h of IPPE (group B). We evaluated preceptors’ assessment of student readiness using a 6-item Likert scale survey and students’ readiness and opinion of MyDispense using an anonymous 9-item survey. Descriptive statistics were used to characterize data. The Mann–Whitney U test was used to compare groups and a p-value < 0.05 was considered statistically significant. Results: Of 177 eligible students, 155 were randomized and 56 completed study. Group A included 32 students; 56.3% had prior community practice experience. Group B included 24 students; 50% had prior community practice experience. Forty-eight preceptors were enrolled. Students who completed exercises before rotation received higher preceptor scores for patient counseling of self-care and of medications (p < 0.05 for both). Students self-assessed their counseling skills lower than all other skills; 30.4% and 42.9% of students felt mostly or always prepared to counsel for self-care and medications, respectively. Students found MyDispense straightforward, realistic, and appreciated the ability to practice in a safe, electronic, community pharmacy, patient-care environment. Conclusion: Simulation-based software, such as MyDispense, can enhance learner understanding of the prescription fill and counseling process in a community pharmacy practice setting.

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“…In addition to the lack of undergraduate- and nonclinical-based IPE learning tools, IPE is often challenging to integrate into the tightly-prescribed curricula of public health programs that comply with accreditation standards (10). Online learning provides a dynamic way to offer innovative pedagogy related to IPE beyond the traditional, in-person, on-site classroom or laboratory setting.…”

Section: Introductionmentioning

confidence: 99%

Developing a Framework for Population Health in Interprofessional Training: An Interprofessional Education Module

Anderson

August

Goldberg

et al. 2019

Front. Public Health

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Interprofessional education (IPE) is based on the concept that health professional students are best trained on the skills, knowledge, and attitudes that promote population health when they learn with and about others from diverse health science fields. Previously, IPE has focused almost exclusively on the clinical context. This study piloted and evaluated an IPE learning experience that emphasizes population health in a sample of public health undergraduate students. We hypothesized that students who completed the 2-hour online asynchronous module would better understand the value of public health's role in interprofessional teams, the benefit of interprofessional teamwork in improving health outcomes, and the value of collaborative learning with other interprofessional students. Students engaged in pre- and post-training assessments and individual reflections throughout the module. Sixty-seven undergraduate public health students completed the module and assessments. After completion, a greater proportion strongly agreed that students from different health science disciplines should be educated in the same setting to form collaborative relationships with one another (19 vs. 39% before and after completion, respectively). A greater proportion also strongly agreed that care delivered by an interprofessional team would benefit the health outcomes of a patient/client after the training (60 vs. 75% before and after, respectively). Mean scores describing how strongly students agreed with the above two statements significantly increased post-training. A greater proportion of students strongly agreed that incorporating the public health discipline as part of an interprofessional team is crucial to address the social determinants of health for individual health outcomes after taking the training (40 vs. 55% before and after, respectively). There was little change in attitudes about the importance of incorporating public health as part of an interprofessional team to address social determinants of health for population health outcomes, which were strongly positive before the training. Most students reported being satisfied with the module presentation and felt their understanding of interprofessional practice improved. This training may be useful for students from all health disciplines to recognize the benefits of engaging with and learning from public health students and to recognize the important role of public health in interprofessional practices.

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A scoping review to understand simulation used in interprofessional education

Cited by 38 publications

References 101 publications

Students as patients: A systematic review of peer simulation in health care professional education

Students as patients: A systematic review of peer simulation in health care professional education

Integration of a Virtual Dispensing Simulator “MyDispense” in an Experiential Education Program to Prepare Students for Community Introductory Pharmacy Practice Experience

Developing a Framework for Population Health in Interprofessional Training: An Interprofessional Education Module

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