Observing Interprofessional Simulation

Abstract

Observing interprofessional simulation David Boud Students undoubtedly experience far more opportunities to observe a variety of interprofessional interactions in health care settings than they will ever have the chance to practice. This demands that the ability to learn from observation should be accorded a high priority in any course. It also implies that particular attention needs to be given to the role of simulations in promoting skills of observation as these are situations in which the role of observation can be directly influenced and acted upon, unlike the vicissitudes of opportunistic practice. However, developing skilled observation is not enough. Students need also to be able to respond to what they observe. At the very least they need to be able to formulate strategies to appropriately address the situations they identify, but they need also to be able to translate these plans into what is potentially actionable, and ultimately, act on them.

Education and training methods for healthcare professionals to lead conversations concerning deceased organ donation: An integrative review

“…For example, in our review, observation was used as a specific strategy in half of the included studies yet was infrequently described in publications after 2014. Observers and observing others' performances with facilitated feedback or reflection has been identified as key to learning new behaviours, and may be equally effective as performing the activity [52].…”