Twelve tips for a successful interprofessional team-based high-fidelity simulation education session

Abstract

Simulation-based education allows experiential learning without risk to patients. Interprofessional education aims to provide opportunities to different professions for learning how to work effectively together. Interprofessional simulation-based education presents many challenges, including the logistics of setting up the session and providing effective feedback to participants with different backgrounds and mental models. This paper aims to provide educators with a series of practical and pedagogical tips for designing, implementing, assessing, and evaluating a successful interprofessional team-based simulation session. The paper is organized in the sequence that an educator might use in developing an interprofessional simulation-based education session. Collectively, this paper provides guidance from determining interprofessional learning objectives and curricular design to program evaluation. With a better understanding of the concepts and pedagogical methods underlying interprofessional education and simulation, educators will be able to create conditions for a unique educational experience where individuals learn with and from other specialties and professions in a controlled, safe environment.

Top 10 (+1) tips to get started with in situ simulation in emergency and critical care departments

“…Everyone should train in their normal role and at their own skill level and scope of practice—nurses should not pretend to be doctors (or vice versa), and no clinician should pretend to perform a skill in which he or she is not competent. Boet et al 10 have a useful 12-step guide to developing a multiprofessional programme addressing the common concerns and blocks to successful team training.…”

Enhancing Care Transitions for Older People through Interprofessional Simulation: A Mixed Method Evaluation

“…Interprofessional education (IPE) is defined as occurring when ‘students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes’ [33] and provides opportunities for different professions to learn how to work effectively together [3940]. Simulation-enhanced IPE (sim-IPE) approaches have been increasingly developed as a way of providing interprofessional collaboration experiences in clinical and community settings [41].…”

Interprofessional team debriefings with or without an instructor after a simulated crisis scenario: An exploratory case study

“…Previous literature on debriefing has mainly taken a quantitative approach, and there is a dearth of qualitative data with which to examine the content and process of debriefings. More evidence is necessary to better guide interprofessional simulation education practitioners on how best to debrief healthcare professionals while maximising learner reflection (Boet, Bould, Layat Burn, & Reeves, 2014;Reeves & Van Schaik, 2012;Robertson & Bandali, 2008).…”