The use of interprofessional simulation interventions in medical student education: A scoping review

Langton, Victoria; Dounas, Dimitra; Moore, Abby; Bacchi, Stephen; Thomas, Josephine

doi:10.11157/fohpe.v22i1.459

Cited by 3 publications

(1 citation statement)

References 90 publications

(140 reference statements)

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“…Derived from the focused competences, teaching and learning approaches included case-based learning (13,58) in simulated interprofessional case-conferences (13,(59)(60)(61) and peer-assisted learning for knowledge transfer among different health professions and across different semester levels (62)(63)(64). These are commonly used pedagogical approaches in IPE and health education, relying on teamwork and allowing the combination of collaboration, simulation of real-life scenarios, concrete experiences and reflection (13,65).…”

Section: Interprofessional Education Workhopmentioning

confidence: 99%

Interprofessional education: a necessity in Alzheimer’s dementia care—a pilot study

Dressel,

Ablinger,

Lauer

et al. 2023

Front. Med.

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IntroductionInterprofessional collaboration is seen as an indispensable prerequisite for high-quality health services and patient care, especially for complex diseases such as dementia. Thus, the current project aimed to extend interprofessional and competency-based education in the field of dementia care to the previously understudied therapy professions of nutrition, speech-language pathology, and physiotherapy.MethodsA three-day workshop was designed to provide specific learning objectives related to patient-centered dementia care, as well as competences for interprofessional collaboration. Teaching and learning approaches included case-based learning in simulated interprofessional case-conferences and peer-teaching. A total of 42 students (n = 20 nutrition therapy and counseling, n = 8 speech-language pathology, n = 14 physiotherapy), ranging from first to seventh semester, finished the whole workshop and were considered in data analysis. Changes in self-perceived attitudes toward interprofessional collaboration and education were measured by the German version of the UWE-IP. An in-house questionnaire was developed to evaluate knowledge and skills in the field of dementia, dementia management and interprofessional collaboration.ResultsParticipation in the workshop led to significant improvements in the total scores of the UWE-IP-D and the in-house questionnaire, as well as their respective subscales. Moderate to large effect sizes were achieved. All professions improved significantly in both questionnaires with large effect sizes. Significant differences between professions were found in the UWE-IP-D total score between students of speech-language pathology and physiotherapy in the posttest. Students of nutrition therapy and counseling revealed a significant lower level of self-perceived knowledge and skills in the in-house questionnaire pre- and post-testing.DiscussionThe pilot-study confirms the effectiveness of interprofessional education to promote generic and interprofessional dementia care competencies and to develop positive attitudes toward interprofessional learning and collaboration in the therapy professions, thus increasing professional diversity in interprofessional education research. Differences between professions were confounded by heterogenous semester numbers and participation conditions. To achieve a curricular implementation, interprofessional education should be expanded to include a larger group of participants belonging to different professions, start early in the study program, and be evaluated over the long term.

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Section: Interprofessional Education Workhopmentioning

confidence: 99%

Interprofessional education: a necessity in Alzheimer’s dementia care—a pilot study

Dressel,

Ablinger,

Lauer

et al. 2023

Front. Med.

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Attitudes of Health Profession Faculty Involved in a Simulation-Based Interprofessional Education Experience

Ashe,

Barthlow,

Pence

2023

Clinical Simulation in Nursing

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Impact of a simulation-based interprofessional workshop (LINKS) on Portuguese healthcare students’ perception of roles and competencies: a quasi-experimental pilot study

Sa-Couto

Fernandes

Pinto

et al. 2023

International Journal of Healthcare Simulation

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There is a scarcity of simulation-based interprofessional (IP) programs in Portugal, with a notorious absence in undergraduate education. This paper describes the first step towards the development of an interprofessional education (IPE) undergraduate program, namely the implementation and preliminary assessment of the workshop LINKS – Lifting INterprofessional Knowledge through Simulation. The aim of this pilot study was to assess the educational effect of LINKS, in medical and nursing undergraduate students’ attitudes towards IP teamwork and collaborative practices, and their perception of roles and competencies within an IP team. A total of 23 final-year students participated in the workshop. Teams of three or four elements (medical and nursing students) were exposed to two critical patient management simulation scenarios. To assess the impact of the workshop on students’ perception of IP collaborative practice, two surveys (ATTITUDES and IPEC) were applied before and after the workshop. Additionally, students’ opinion/satisfaction towards the workshop and its curricular integration was explored. Students’ awareness of the relevancy of IP learning and self-competency in IP practice improved. For all subdomains and overall scores, statistically significant differences were found when comparing the pre- and post-scores, for both medical and nursing students, in both surveys. All students agreed that the workshop added educational value to their training, and recommended its integration in the formal curriculum, with a first round in the penultimate year and repeated in the last year. Considering the pre–post test results and anecdotal comments shared during the session, we may infer that this single IPE event contributed to a clearer understanding of the team dynamic and individual role definition, increased the motivation to engage in collaborative practice between physicians and nurses and potentially challenged pre-existent stereotypes of each professional group. These findings corroborate the need for sustainable simulation-based IP programs, integrated in the undergraduate curricula, promoting early clinical interactions of different professional groups. We envision that the results of this study can help to inform future curriculum planning and provide useful insights that can be used within and between Portuguese institutions to develop a common IP undergraduate program.

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The use of interprofessional simulation interventions in medical student education: A scoping review

Cited by 3 publications

References 90 publications

Interprofessional education: a necessity in Alzheimer’s dementia care—a pilot study

Interprofessional education: a necessity in Alzheimer’s dementia care—a pilot study

Attitudes of Health Profession Faculty Involved in a Simulation-Based Interprofessional Education Experience

Impact of a simulation-based interprofessional workshop (LINKS) on Portuguese healthcare students’ perception of roles and competencies: a quasi-experimental pilot study

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