Interprofessional Simulation-Based Education for Medical and Midwifery Students: A Qualitative Study

Abstract

BackgroundSimulation-based interprofessional education programs can have variable objectives for different participating professional teams. MethodsIn this study, through a qualitative research design, we report the medical and midwifery students' approach to their learning and attitude towards each other's team, assessed through thematic analysis of independently run focus groups three months after the attendance of the Women's Health Interprofessional Learning Through Simulation program and their respective clinical placements. ResultsMedical students reported the importance of “learning by doing” through simulation as the key theme. The feedback obtained from midwifery students was focused on “relationship of power” compared with the other discipline. ConclusionsInterprofessional learning had a positive influence on the attitude of medical and midwifery students, in spite of the disparity in their background knowledge and experience. IPE competencies are better appreciated at a relatively mature level of clinical practice. Core skills in women's health taught through simulation were found to be helpful by both midwifery and medical students. However, the key learning was about developing respect and a supportive relationship “of equals” with each other.