Interprofessional Faculty Research Articles

Introducing dental practice management in the undergraduate curriculum through an interprofessional module: experience from an Indian dental school

IntroductionThis study aimed to evaluate the effectiveness of a dental practice management education module developed through interprofessional collaboration.Materials and methodsA dental practice management module was developed through need assessment, literature review, and interprofessional collaboration. The IP team included dental practitioners, dental educators, business expert, lawyer, bioethicist, engineer, and architects. Thirty interns were included in the study. Participants were assessed through pre-and post-test. Evaluation of the program was carried out by obtaining feedback from the students and dental practitioners who were invited to attend the program. The pre-and post-test results were compared by paired student t-test. p-value of <0.01 was considered significant. The content of the feedback forms was subjected to qualitative and descriptive analysis.ResultsThrough the process of module preparation, pertinent competencies were identified and included in the program. There was a statistically significant increase in knowledge among students with respect to the domains included, as shown in the pre-post-test comparisons. The feedback obtained was positive. IP collaboration in module design and implementation was considered an important factor for dental practice management.ConclusionPractice management education can be made effective through IP collaborations.

Interprofessional Education Simulation Project Using the Collaborative Care Model.

Integrated behavioral health care (IBH), a team-based approach to care, involves behavioral health providers (BHP) to be utilized in primary care settings. Unfortunately, many BHP and primary care advanced practice nursing students do not receive IBH content in their educational curriculum. This article describes an innovative interprofessional simulation project (ISP) in a virtual IBH setting with primary care nurse practitioner and master's level counseling students. The ISP involved students role-playing using case studies while enacting the roles exemplified in the Collaborative Care model (CoCM). Interprofessional faculty collaborated in developing the project and training facilitators and interprofessional students. Of the students and faculty who completed a postsurvey, 87.7% reported an increase in preparedness in learning the CoCM, and 92.6% responded the preparation time for the project was "appropriate." The ISP project resulted in high satisfaction and perceived increased preparedness for students and faculty to practice and teach IBH. [J Nurs Educ. 2024;63(X):XXX-XXX.].

An interprofessional approach to teaching genetics in an undergraduate nursing curriculum

BackgroundPrecision health is rapidly becoming a means to individualized approaches to managing health and thus necessitating a nursing workforce with an understanding of genomics and genetics. However, today's nurse in has limited knowledge in precision health, impacting the ability to educate patients and families. MethodTo address this gap, an interprofessional PhD-prepared faculty team comprised of a nurse educator and a molecular biologist developed an undergraduate genetics course. The multiple teaching strategies include active learning modules, problem-based learning and a final debate. ResultsThe teaching methods were augmented multiple times based on student feedback. The debate activity replaced a poster assignment and student feedback has been overwhelmingly positive. ConclusionMultiple strategies were used to deliver genomics and genetics content to nursing students that culminate in application-based activities such as case studies and the debate activity have potential to broaden student perspectives. Prospective course changes include increasing the credits for the course, adding time during the debate for rebuttal development and inviting speakers.

Interprofessional education on autism and intellectual disabilities: Program description and initial evaluation.

Project INTERprofessional Autism Collaborative Training (INTERACT) is an interprofessional education program designed to prepare graduate students in psychology, special education, and speech-language pathology to work with autistic children with moderate to severe intellectual disabilities. The rising prevalence of autism, coupled with increased appreciation for interprofessional approaches to service delivery, indicates the need for university training programs to prepare graduate students to work interprofessionally with this population; yet descriptions of such programs and their effectiveness are not reported in the literature. In this article, we explain the process through which an interprofessional faculty team developed Project INTERACT, describe the sequence of coursework and team-based clinical experiences that comprise the program, and present preliminary data regarding its effectiveness. Twenty-four graduate students in psychology, special education, and speech-language pathology participated in this quantitative study. We report results from three rating scales that participants completed at program entry, midpoint, and program exit. Participants endorsed positive attitudes toward interprofessional practice and demonstrated high levels of knowledge about autism. Self-rated knowledge and abilities in interprofessional practice increased significantly by program exit. Project INTERACT scholars developed knowledge and skills related to understanding, assessing, and treating autistic children with intellectual disabilities, through the lens of team-based interprofessional collaboration. We discuss implications for practice with Project INTERACT. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The perspectives of first-year students on interprofessional education as a vehicle for achieving Sustainable Development Goal 3

Background. The 2030 Agenda for Sustainable Development is a blueprint for world peace and prosperity. The 17 Sustainable Development Goals (SDGs) in the agenda are to be met by the governments of both developed and developing countries. Interprofessional education (IPE) may be regarded as a mechanism for achieving SDG 3. Objectives. To investigate how students perceive an interprofessional first-year curriculum that contributes to the accomplishment of SDG 3. Methods. The study design was focused on consensus-building strategies. The students’ perceptions of the IPE part of the first-year module were measured on a 4-point Likert scale. Results. Students agreed that the content in the interprofessional module is suitable to promote teamwork skills and learning. There was no consensus regarding their understanding of the role of their own profession in an interprofessional team. Participants agreed that IPE helps students learn, encourages teamwork, and is good for both patients and themselves as future healthcare workers. Conclusion. IPE in health professions education has many benefits and can be seen as a vehicle to reach SDG 3, which aims to improve the health and wellbeing of all people at all ages.

An Interprofessional Faculty Development Program for Workplace-Based Learning.

Most faculty development programs in health professions education, pivotal in cultivating competent and effective teachers, focus on systematic, planned and formal learning opportunities. A large part of clinical teaching however, encompasses ad-hoc, informal and interprofessional workplace-based learning whereby individuals learn as part of everyday work activities. To fully harness the educational potential embedded in daily healthcare practices, prioritizing interprofessional faculty development for workplace-based learning is crucial. Utilizing the 'ADDIE' instructional design framework we developed, implemented and evaluated an interprofessional faculty development program for workplace-based learning. This program, encompassing seven formal training sessions each with a different theme and five individual workplace-based assignments, aimed to support clinical teachers in recognizing and optimizing informal learning. The pilot program (n = 10) and first two regular courses (n = 13 each) were evaluated using questionnaires containing Likert scale items and open textboxes for narrative comments. The quality and relevance of the program to the clinical work-place were highly appreciated. Additional valued elements included practical knowledge provided and tools for informal workplace-based teaching, the interprofessional aspect of the program and the workplace-based assignments. Since its development, the program has undergone minor revisions twice and has now become a successful interprofessional workplace-based alternative to existing faculty development programs. This faculty development program addresses the specific needs of healthcare professionals teaching in clinical settings. It stands out by prioritizing informal learning, fostering collaboration, and supporting integration of formal training into daily practice, ensuring practical application of learned knowledge and skills. Furthermore, it emphasizes interprofessional teaching and learning, enhancing workplace environments.

Interprofessional Faculty Development on Health Disparities: Engineering a Crossover “Jigsaw” Journal Club

Medical education acknowledges our need to teach our physicians about “social determinants of health” and “health care disparities”. However, educators often lack actionable training to address this need. We describe a faculty development activity, a health disparities journal club, using the jigsaw strategy with the intent of increasing awareness, encouraging self-directed learning, and inspiring future teaching of the subject to health professional learners. We completed six workshops at six individual hospitals, with 95 total attendees in medicine and numerous other health professions. Our evaluation asked trainees to: report the number of journal articles about health disparities they had read, excluding the assigned journal club articles, in the past 12 months, and to predict future plans for reading about health disparities. In total, 28.9% responded they had “never read” a prior article on health or healthcare disparities, while 54.2% responded “1–5 articles”. Many (60%) reported they would continue to investigate this topic. Our experience has demonstrated the utility and positive impact of a “flipped classroom” jigsaw method, showing it can be used successfully in Inter-Professional (IPE) Faculty Development to increase active exposure and discussion of the content. Additionally, this method promotes individual reflection and enhances continued collective engagement.

Interprofessional Modules for Teaching Skills in Skill Labs.

The online version contains supplementary material available at 10.1007/s12070-024-04568-0.

Interprofessional Post-Graduate Training Model for Nurse Practitioners and Physician Trainees

ContextPeople living with serious illness and their care partners rely on team-based specialty hospice and palliative care (HPC) in order to achieve high quality end of life outcomes. In HPC, physician and nurse practitioner (NP) scope of practice has significant overlap so training together may offer benefits to clinicians and patients. ObjectivesAssessment of clinical competencies in a post-graduate training program consisting of NPs and physicians training and learning side-by-side. MethodsA crosswalk assured NP and physician HPC clinical competencies were captured in evaluation questions used by interprofessional program faculty to observe and assess trainees. Six clinical competencies were calculated based on aggregated evaluations for each physician and NP HPC post-graduate trainee at 3, 6, 9, and 12 months annually for 3 years. For NPs and physicians, the mean slopes of the best fit lines, the final numeric score, and the mean net change between 12 and three month competencies were compared. Learner experience was captured qualitatively. ResultsThere was no statistical difference in the change of competency scores, the final competency scores, or the trajectory of improvement in the six competencies between physician to NP trainees. Adding NP trainees was considered by post-graduate trainees as a strength of the program, and did not detract from physician competence achievement. ConclusionAssessing an IPE post-graduate training program in HPC was possible using a shared clinical competency framework, and revealed similar clinical gains for NPs and physicians enrolled in the program.

Family Medicine Residency Program Directors' Perception of Curricular Elements Related to Autism: A CERA Study.

The family medicine (FM) approach to health care across the life span is well-suited to providing care for persons living with autism spectrum disorder (ASD). Little is known about ASD curricula in FM residency training and the characteristics of FM residency programs that prepare their residents to care for persons with this disorder. Our study questions were part of a larger omnibus survey by the Council of Academic Family Medicine Educational Research Alliance (CERA) with data collection from November 16 to December 18, 2022, from FM residency program directors (PDs). ASD curricula were investigated using 10 questions, with descriptive analyses and nonparametric comparisons between program variables and ASD curriculum. The response rate was 42.18%, with FM PDs reporting that their programs were preparing residents in the care of youth (71.53%) and adults (68.33%) with ASD, but to a lesser extent (58.89%) in facilitating transitions of care. Programs with faculty champions, access to published curricula, sufficient patients with ASD, and engagement of interprofessional faculty reported a higher proportion of resident preparedness. PDs of community-based programs were most confident in their ability to teach ASD care and transitions of care. Most FM PDs modestly agreed that they are preparing residents to provide care to patients with ASD and their families. PDs of programs with greater access to resources (ie, published curriculum, faculty champions, sufficient patients with ASD, interprofessional faculty experts) believed that their residents were more prepared. Community-based FM educators may help lead the way in providing models for care and education in this regard.

An interprofessional active-learning laboratory on urinary incontinence for pharmacy, nursing, and occupational therapy students

This article describes a novel interprofessional approach to urinary incontinence education. Faculty from the Doctor of Pharmacy, Master of Science in Nursing and Doctor of Nursing Practice, and Doctor of Occupational Therapy programs collaborated to create an active-learning session for their students. Small interprofessional groups were assigned to one of three 2-h lab sessions, during which they rotated through five stations (durable medical equipment, catheters, medications, non-pharmacologic interventions, and absorbent products) then debriefed as a large group. A total of 210 students participated. Most survey respondents (89.2 %) rated the activity as “excellent” or “very good.” A majority endorsed that learning from interprofessional faculty and working with interprofessional students enhanced their learning experience (93.6 % and 90.8 %, respectively). Knowledge and confidence scores improved overall from before-to-after the session; however, profession- and station-specific variability was noted for several knowledge questions. Implementation challenges included scheduling logistics, differences in foundational knowledge by degree program, and fidelity of the learning experiences.

THE UNIVERSITY OF OKLAHOMA GSA STUDENT CHAPTER AND MULTICAMPUS COORDINATION AND COLLABORATION

Abstract The University of Oklahoma is a public university system comprised of a main campus in Norman, Oklahoma, a health sciences campus in Oklahoma City, a campus in Tulsa, Oklahoma, as well as robust online education programming. The University of Oklahoma GSA Student Chapter launched in late 2022 and is open to student membership from all campuses within the University of Oklahoma system. Student membership recruitment is facilitated by a team of inter-professional faculty whom seek to engage any learner on any campus with an interested in gerontology in its broadest sense. The University of Oklahoma GSA Student Chapter utilizes an umbrella and sub-committee structure to maintain governance. This structure is a result of inter-disciplinary collaboration across campuses, colleges, and among faculty and is replicable in university settings with multiple campuses and diverse sets of learners.

A50The SEIPS game: An interprofessional teaching aid to promote understanding of human factors in healthcare

As a human-factors focused simulation centre, we begin all our simulation courses with a human factors workshop introducing participants to the SEIPS model of human factors [1]. This enables them to explore systems-based impacts on clinical practice during post-scenario debriefs. However, we have noticed that some participants struggle to identify and discuss human factor themes which impact on them in their workplace. We aimed to develop an innovative teaching aid which would promote participant understanding and engagement. Previous experience has provided evidence that participants enjoy simulation games. Therefore, we chose to develop a table-top game to play with participants based on the SEIPS work system. We worked with interprofessional colleagues to identify factors that help and hinder processes in the work system and categorized them under SEIPS headings. We made a series of cards based on these factors which participants collect. The winner was the person who collected a helpful card for each SEIPS heading first. We have piloted our SEIPS game with interprofessional faculty, including those with specialist expertise in human factors in healthcare. We surveyed participants to obtain feedback. Survey results so far include data contained in ‘Play’ is a kinaesthetic way of learning and helps embed ideas and thinking. It also can create opportunities for discussion on different headings for human factors and systems thinking. The examples are fun but are also realistic so helps you see how HF is relevant. With the examples of human factors in the game it could be useful for staff with little clinical experience. Liked the competitive element and the examples helped expand on what SEIPS was and how it could be relevant to lots of areas. SEIPS game participant survey results We have developed a SEIPS game to facilitate discussion of human factors in healthcare. This novel approach has received positive initial feedback following our pilot. We are confident we can now move forward to integrate our SEIPS game into our Foundation Doctor’s simulation programme from August 2023. Following this, we intend to continue the process of data collection and analysis, with the intention of incorporating our SEIPS game more widely across simulation courses within various clinical specialties in future. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

A64Preparing prequalifying health-care students to deliver collaborative, patient-centred care for those with mental health difficulties

Collaborative, patient-centred care delivered by interprofessional clinical teams is known to improve healthcare efficiency, as well as patient and staff satisfaction [1]. Therefore, inclusion of interprofessional education as an accredited element within prequalifying healthcare programmes is growing [2]. The use of simulation-based learning may provide an effective method of delivering high quality, safe and effective interprofessional education in challenging but transferable settings like caring for patients presenting with mental health difficulties. A half-day simulation course consisting of three scenarios was designed. Actors trained in the portrayal of mental health difficulties by service users were workshopped into the scenarios, with representation from each professional group to enhance authenticity. Each scenario was followed by a facilitated debrief that allowed for whole group learning, using a debrief model [3]. Effective interprofessional collaboration and professional representation was modelled by an interprofessional faculty. Facilitators were encouraged to reflect on their own biases around other professions, recognizing the impact these may have on their debriefing choices. During debriefing, participants were encouraged to consider the impact that collaborative practice has on patient-centred care. Facilitators were encouraged to draw out unconscious biases and highlight issues that can inhibit the successful delivery of collaborative, patient-centred care. Staff development was supported through mentorship and faculty debriefing. The pilot programme ran four times for 72 nursing and medical students. 50 of the 72 (69%) participants provided anonymous feedback via a mixed methods questionnaire. Of these, 54% were medical students and 46% were nursing students. On a Likert scale (1 = poor, 10 = excellent), all participants rated the experience 7/10 or above, with 74% rating it 9 or 10/10. Likert scale questions regarding applicability, course design elements and perceived learning were also highly rated. Thematic analysis was used to analyse the free text questions by two discrete researchers. The results were broadly categorized into learner experience and learning outcomes. Participant perspectives of the benefits of the simulation training on aspects of interprofessional collaboration can be seen in Participant perspectives of the benefits of the simulation training on aspects of interprofessional collaboration This pilot demonstrates that interprofessional education can be successfully delivered in this way, and has been adopted into the medical and nursing student curricula. The next run includes 300 students from medical, nursing and allied health programmes across two institutions, and will be re-evaluated. A qualitative research study to explore the learning that higher educational institutions can gain by delivering interprofessional learning using simulation is also underway. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

A12Development of a summative assessment method for interprofessional simulation and other interprofessional education (IPE) activities

Collaborative learning is recognized as essential in ensuring the delivery of safe and effective healthcare. It is fundamental to creating the healthcare teams of the future [1,3]. Central to this, is the early exposure of healthcare students to multiple, healthcare professions to begin the process of thinking and practising in a more interprofessional way. Importantly, how the interprofessional experience is assessed is crucial to the success of collaborative learning. This was the background to the development of an interprofessional module within the School of Nursing & Midwifery at Queens’ University Belfast. (1) To collaborate on the development of additional IPE workshops to supplement an established interprofessional simulation model. (2) To develop an assessment component for the interprofessional activities, including interprofessional simulation. (3) To evaluate the process. Drawing upon the expertise associated with the implementation of a highly successful interprofessional simulation programme, an interprofessional education (IPE) group was established with representation across the Faculty. From the outset, there was a need to have a shared understanding of the module and its complexities, and to work together to collectively support the pedagogy, shaping student learning and assessment, and providing the best educational experience [2]. The team collaborated on sourcing and establishing IPE workshops, developing reflective questions, as well as working on designing and integrating an online video within a digital platform, and streaming all students to one interprofessional workshop. An evaluation questionnaire was created using Microsoft Forms. The 17-item questionnaire incorporated three Likert scales, plus two either/or answers and two questions on digital device/browser. The questionnaire had 10 qualitative ‘free response’ questions to allow candidates to elaborate, expand, clarify or illustrate their answers. The collaboration with staff across the Faculty of Medicine Health & Life Sciences resulted in the establishment of four additional IPE workshops to complement an established six. Total number of IPE workshops, Interprofessional opportunities that utilize a reflective video-based assessment contribute positively to the student experience and are a welcome addition to the undergraduate nursing curriculum. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Development of Interprofessional workstreams to support interprofessional learning

Collaborative learning is increasingly recogmised as essential in ensuring the delivery of safe and effective healthcare and fundamental to creating the healthcare teams of the future. Central to this, is the early exposure of healthcare students to multiple healthcare professions to begin the process of thinking and practicing in a more interprofessional way. Thus, after reviewing the literature, an interprofessional module was developed and implemented within an undergraduate nursing curriculum in one university in the UK, consisting of ten interprofessional workstreams to support students' exposure to other professions. This paper describes the implementation process, the assessment component, and addresses the evaluation of the process from both the student and teacher perspective . It aims to provide guidance for other educationalists who may wish to implement a similar programme and to encourage further discussion about the possibilities for the development of a model for interprofessional education and practice.

Special challenge interprofessional education – how should lecturers be trained?

To enable interprofessional collaboration in practice, it is important to practice interprofessional action during education. Teachers in interprofessional education (IPE) in Germany are insufficiently prepared for joint teaching and often lack pedagogical-didactical training. Teachers who have been who have been used to working uniprofessionally up to now are expected to be able to teach competently across professions. This overlooks the fact that the admission requirements for teaching at the various institutions such as technical colleges, universities of applied sciences and universities are different. In addition, interprofessional teaching is characterized by a special feature: it should be carried out in team teaching. This poses the challenge for the teachers not only to prepare for the teaching in terms of content, but also to get involved with another teaching person. This study asks what interprofessional faculty need to feel well prepared to teach together and focuses on three professions: human medicine, nursing, and physiotherapy. For this purpose, 15 experts were interviewed, five from each of the three professions. The interview material was analyzed according to the structuring qualitative content analysis by Kuckartz, where categories were created to answer the research question. As a result, the analysis showed that three levels are important for the interviewees: the personal prerequisites that contribute to the success of IPE as well as good preparation on a structural and content-related level. Based on this, a concept for further education for interprofessional teachers will be developed.

Patient engagement in CPD in radiation oncology and radiation therapy across Canada: A national survey

BackgroundThe aim of this study was to investigate patient engagement (PE) in the development and delivery of Continuing Professional Development (CPD) programs for health care providers within radiation oncology, radiation therapy and medical physics across Canada. This study looked at the current state of PE in CPD programs across Canada and how to address the benefits and barriers to PE to advance these programs. MethodsA quantitative, exploratory survey was conducted among radiation oncologists, radiation therapists and medical physicists across Canada. The questionnaire was developed by a multi-disciplinary team and piloted among interprofessional (IP) faculty with a special interest in patient education. The survey was web-based and disseminated through the Canadian Association of Medical Radiation Technologists (CAMRT) and Canadian Radiation Oncologists (CARO) professional associations. ResultsA total of 97 responses were obtained, 43.3% (n = 41) were radiation oncologists 64% (n = 54) were radiation therapists and 2(2%) were medical physicists. There was representation from all provinces, except Newfoundland, with the majority 36% (n = 35) from Ontario. 57% (n = 46) of participants agreed that patients should be involved in CPD, and 11% (n = 9) disagreed. The most agreed-upon barriers are financial costs for patients and clinician bias when selecting patients. The most agreed-upon solutions were improving patient resources and creating training programs for patients. Radiation therapists agreed significantly more (p<0.05) with the potential benefits of PE in CPD, compared to radiation oncologists. DiscussionPE in CPD programs is a novel and controversial topic but is still highly rated and important. We intend to advocate for patients to take an active role in our CPD programs. Further research is warranted.

"Asking for help is a strength"-how to promote undergraduate medical students' teamwork through simulation training and interprofessional faculty.

The ability to team up and safely work in any kind of healthcare team is a critical asset and should be taught early on in medical education. Medical students should be given the chance to "walk the talk" of teamwork by training and reflecting in teams. Our goal was to design, implement and evaluate the feasibility of a simulation-based teamwork training (TeamSIM) for undergraduate medical students that puts generic teamwork skills centerstage. We designed TeamSIM to include 12 learning objectives. For this pre-post, mixed-methods feasibility study, third-year medical students, organized in teams of 11-12 students, participated and observed each other in eight simulations of different clinical situation with varying degrees of complexity (e.g., deteriorating patient in ward; trauma; resuscitation). Guided by an interprofessional clinical faculty with simulation-based instructor training, student teams reflected on their shared experience in structured team debriefings. Using published instruments, we measured (a) students' reactions to TeamSIM and their perceptions of psychological safety via self-report, (b) their ongoing reflections via experience sampling, and (c) their teamwork skills via behavior observation. Ninety four students participated. They reported positive reactions to TeamSIM (M = 5.23, SD = 0.5). Their mean initial reported level of psychological safety was M = 3.8 (SD = 0.4) which rose to M = 4.3 (SD = 0.5) toward the end of the course [T(21) = -2.8, 95% CI -0.78 to-0.12, p = 0.011 (two-tailed)]. We obtained n = 314 headline reflections from the students and n = 95 from the faculty. For the students, the most frequent theme assigned to their headlines involved the concepts taught in the course such as "10 s for 10 min." For the faculty, the most frequent theme assigned to their headlines were reflections on how their simulation session worked for the students. The faculty rated students' teamwork skills higher after the last compared to the first debriefing. Undergraduate medical students can learn crucial teamwork skills in simulations supported by an experienced faculty and with a high degree of psychological safety. Both students and faculty appreciate the learning possibilities of simulation. At the same time, this learning can be challenging, intense and overwhelming. It takes a team to teach teamwork.

The role of health literacy in simulation education: needs assessment and call to action

Understanding health literacy is crucial to improve health and reduce disparities. Simulation is an effective active learning strategy to teach health literacy. Our aim was to perform a needs assessment of health literacy education using simulation, to guide faculty development for simulation educators. Utilizing Kern’s curricular development process, problem identification, general and targeted needs assessments were performed. PubMed, CINAHL and PsycINFO searches were conducted using terms for health literacy and ‘prioritized health literacy competencies’ (PHLCs). Abstracts and full texts were screened. Simulation events that could feasibly incorporate health literacy were included. Data were collected regarding learners, type of event and incorporation of PHLCs. A targeted needs assessment used electronic survey to identify knowledge, attitudes and beliefs of local simulation educators regarding health literacy. Health literacy components of local simulation events (2018–2019) were assessed using a tool developed by the investigative team. Literature search identified 614 published articles, and 67 were included in analysis. ‘Avoidance of jargon’ (14/67) and ‘patient-centred approaches’ (11/67) were the most commonly cited PHLCs. No articles mentioned ‘delivery of information in 1–3 need-to-know elements’. Of the 57/881 local simulation events that could feasibly incorporate health literacy, 17/57 did so. ‘Jargon’ and ‘patient-centred’ care were the PHLCs most often present in learning objectives. Survey response rate was 77%. Only 18% (3/17) of local simulation educators demonstrated ‘comprehensive understanding’ of health literacy. Educators reported understanding ‘using universal precautions in written and oral communication’ (mean Likert 3.3) and ‘need-to-know/need-to-do concepts’ (3.4) least well. The majority felt including health literacy was important in simulation and believed they did this. There is a critical need to formalize and standardize language used when creating and studying simulations involving health literacy. An interprofessional faculty education program may assist faculty understanding of PHLCs when designing focused simulations for future healthcare providers.