Abstract
BackgroundCurrent workforce demands require new graduates to competently work within health care teams and often in remote settings. To better prepare students for this work, universities have spent much time developing interprofessional education (IPE) activities. The body of literature supporting IPE of allied health students is growing. Simulation-based learning with simulated patients is one platform through which IPE can be implemented in a dedicated, supported environment and potentially at scale. This study describes an interprofessional simulation-based learning experience with nutrition and dietetics and exercise physiology students. The common practice area of interacting with patients who have type 2 diabetes was targeted, and the simulation was delivered in partnership with simulated patients via a telehealth platform to allow interprofessional teams to work collaboratively in remote locations.MethodsTen nutrition and dietetics and 13 exercise physiology students participated in a simulation module in which students observed and collaborated in the development and delivery of an interprofessional treatment plan for patients with diabetes. Learning outcomes were measured according to the first two levels of Kirkpatrick’s (1994) model for training evaluation (i.e. reaction and learning), as well as the perceived impact on behaviour.ResultsThe students’ confidence in communication, assessment, management and ability to work with another health professional significantly increased (p < 0.05) post-activity. Students perceived that the simulation-based learning would have a positive impact on their clinical skills and ability to work with other health professionals. Students reported that the most effective aspects of the simulation module were learning from and about each other, the opportunity for experiential learning and the supportive learning environment. However, the telehealth platform audio clarity and delay had negative impact on the learning experiences for students.ConclusionThe overall positive results demonstrate the potential of simulation-based learning activities for preparing allied health students for working in interprofessional teams. Although remote access was possible, the telehealth platform was identified as a limiting factor to this simulation-based learning experience. However, videoconferencing technology has advanced considerably since this study. Hence, there is an opportunity to employ more reliable technology for future simulations.
Highlights
Current workforce demands require new graduates to competently work within health care teams and often in remote settings
This paper reports on collaboration between the nutrition and dietetics and exercise physiology disciplines in developing, implementing and evaluating a simulationbased learning experience (SBLE) for students
Quantitative findings A total of 23 students (N&D = 10 or 100%, exercise physiology (EP) = 13 or 100%) responded to the post survey
Summary
Current workforce demands require new graduates to competently work within health care teams and often in remote settings. Interprofessional education (IPE), referred to as interprofessional learning, forms an integral part of curriculum planning and teaching activities with universities as they respond to the World Health Organisation’s Framework for Action on Interprofessional Education and Collaborative Practice [1]. The Australian Government has demonstrated its commitment and support of an interprofessional workforce through the funding of projects, pilots and initiatives and subsidising primary IPE healthcare schemes. One such example is the nationally funded scheme which ‘enables General Practitioners to plan and coordinate the care of patients with complex conditions requiring ongoing care from a multidisciplinary team’ [6]
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