Simulation-based Interprofessional Education Research Articles

Simulation-based interprofessional education for teaching evidence-based medical practice.

Objective: To achieve consensus on opinions of expert medical educationist on utilization of simulation-based interprofessional education as teaching strategy for evidence based practice teaching in undergraduate medical education. Study Design: Qualitative Case study. Setting: Bahria University Health Sciences Campus. Period: March 2023 to August 2023. Methods: Research using modified Delphi technique was done under ERC 16/2023-BUMDC. Communities of practice and transformative learning theory were used for guiding research design. Non-probability, snow-ball sampling technique was used to select expert panel as participants. Inclusion criteria were medical educationist with masters in health professional education and ten year of experience in department of medical education. Content analysis was used for analyzing data and atlas ti-9 was used for organizing data collected through online email interviews. Results: Final consensus of participants was attained on, third year, Simulation-based interprofessional education/ Assignments/ Journal Clubs/Case-based discussions, Fourth year, Simulation-based interprofessional education/ Journal Clubs/Case-based discussions, Content: Final year, Simulation-based interprofessional education/ Clinical setting/ Journal Clubs. Conclusion: Expert showed ninety percent consensus that simulation-based interprofessional education is good teaching strategies for teaching evidence –based practice in undergraduate medical.

Implementation and Mixed-Methods Assessment of an Early Mobility Interprofessional Education Simulation.

Extended periods of bed rest and mechanical ventilation (MV) have devastating effects on the body. Early mobility (EM) for patients in respiratory failure is safe and feasible, and an interprofessional team is recommended. Using simulation to train EM skills improves student confidence. The purpose of this study was to enable health care student collaboration as an interprofessional team in providing safe management and monitoring during an EM simulation for a patient requiring MV. Nursing (n = 33), respiratory (n = 7), occupational (n = 24), and physical therapist students (n = 55) participated in an EM interprofessional education (IPE) simulation experience. A mixed-methods analytic approach was used with pre/post quantitative analysis of the Student Perceptions of Interprofessional Clinical Education-Revised, Version 2 instrument and qualitative analysis of students' guided reflection papers. Pre/post surveys completion rate was 39.5% (n = 47). The Student Perceptions of Interprofessional Clinical Education-Revised, Version 2 instrument indicated a significant improvement (P = .037) in students' perceptions of interprofessional collaborative practice. Qualitative data showed a positive response to the EM simulation IPE. Themes reflected all 4 Interprofessional Education Collaborative competencies. This study demonstrated improved perception of interprofessional collaborative practice and better understanding of the Interprofessional Education Collaborative competencies. Students collaborated in the simulation-based IPE to provide EM for a patient requiring MV and reported perceived benefits of the experience.

Prelicensure simulation as a platform for interprofessional education: A systematic review update of the 2016–2021 literature

The purpose of this systematic review is to understand the current practices in simulation-based interprofessional education (Sim-IPE). This is an update to a previous 2016 systematic review (Palaganas et al., 2016), adding new information and comparing current findings. Articles published from January 2015 to May 2021 were screened (n = 3445) according to inclusion and exclusion criteria, assessed for quality using PRISMA guidelines, with 173 studies included in the final dataset. We found a large increase in research and publications over the last six years. We report collective information on Sim-IPE, including characteristics that influence outcomes, challenges encountered in Sim-IPE, and recommendations to overcome barriers. New contributions to the science of Sim-IPE provided in this review are faculty development and psychological safety considerations. We present an updated reporting checklist for Sim-IPE initiatives to include faculty development and psychological safety. With faculty resources limited, there is a need for further research in the area of faculty development and utilization in the field of Sim-IPE.

Designing Interprofessional Online Learning Experiences for Future Healthcare Professionals

The design case details the collaborative work of a design team—three faculty members, one instructional designer, and one educational resource specialist—to create a simulation-based interprofessional education (IPE) experience for future healthcare professionals. Before the COVID-19 pandemic that caused the shutdown of campuses across the country/world, this simulation-based learning experience was always offered in a face-to-face format. Thus, this case highlights the challenges and opportunities of designing this online learning experience within a limited period of time. Further, this case documents what theories or evidence-based practices were instrumental in designing this learning experience, along with the design team’s narrative regarding key design decisions and moves. It also includes a design narrative focusing on the description of the design process, such as key design judgments, decisions, and concrete examples of the design process outcome. Lastly, the design case highlights unique design features: Scalability of instruction through accessibility and usability, authenticity, interprofessional collaboration, and reflection. The design was guided by the TEACH (Team Education Advancing Collaboration in Health) core curriculum in the state of Indiana that foregrounds interprofessional practice competencies and teamwork in preparing future healthcare professionals.

Health Sciences Faculty Attitude and Readiness Towards Simulation-Based Inter-Professional Education.

To explore attitude and readiness of health sciences faculty towards simulation-based inter-professional education (IPE). Qualitative case-study; critical realist paradigm as used. Place and Duration of the Study: Bahria University Health Sciences Campus from December 2022 to March 2023. Maximum variation purposive sampling technique was used for selecting the participants. A total of thirty-one participants were selected. Five faculty members from Nursing, five from Doctor of Physical Therapy (DPT), five Medical Laboratory Technologists (MLT), eight participants from medical, and eight from the dental faculty. Data were collected using individual semi-structured interviews and two focus group discussion. Duration of an individual interview was 30 minutes and that of the focus group discussion was 60 minutes. All interviews were recorded and transcribed. Community of inquiry and community of practice theoretical framework were used for guiding the research design and interviews. Pattern matching technique was used for the data analysis. Atlas ti-9 was used for organising the data. Ten themes were identified after the analysis. teamwork, understanding roles and responsibilities, time constraint communication skills, curriculum integration, patient outcome, interprofessional boundaries, ethics in practice, faculty training, and visionary leadership. The faculty members valued interprofessional education but were reluctant to implement it due to the limited resources. There is a need of faculty development for implementation of simulation-based interprofessional education. There is insufficient research on simulation and interprofessional education in Pakistan because of which faculty members are unacquainted of its benefits. Interprofessional education, Simulation-based learning, Medical education.

1826 Development of inter-professional simulation-based education in geriatric medicine

Abstract Background Understanding human factors involved in patient care is a focus of the Geriatric Medicine Training curriculum including the leadership of and communication within an interprofessional team. Geriatric Medicine Specialty Trainees (ST4+) need advanced communication skills and confidence in managing complex situations. Simulation-enhanced Interprofessional Education (Sim-IPE) provides insight into other disciplines roles (1). We hypothesised that the implementation of a Sim-IPE programme dedicated to communication skills could improve confidence. Method We organised a one-day Sim-IPE programme for our Geriatric Medicine ST4+. Faculty consisted of doctors, advanced nurse practitioner, social worker, occupational therapist, physiotherapist and speech and language therapist. Communication scenarios, with faculty as simulated participants, were undertaken including establishing a ceiling of treatment, management of delirium, breaking bad news, ethical feeding dilemmas, complex discharge planning and capacity assessment. Debrief discussions followed each scenario. Mixed-method evaluation was used with questionnaires collected from learners’ pre and post session in a 10-point Likert scale to compare confidence levels. Qualitative feedback was collected from learners and faculty. Results Ten Geriatric Medicine ST4+ attended plus nine faculty including two facilitators. Positive feedback was received from learners and faculty. There was improvement in confidence across all six scenarios (one being “not at all confident” and ten “extremely confident”). Pre-session average confidence was 7.2, post-session 8.7. All trainees would recommend the programme to a colleague. Common learning themes included gaining feedback from debrief discussions and shared learning from our allied-health professionals. Learners and faculty commented on the enjoyment, usefulness and value of learning within a safe team environment. Conclusion Sim-IPE can improve confidence in complex communication scenarios and human factor skills. Feedback highlighted that this programme would be useful for all General Internal Medicine Specialty Trainees.

An Exploration of Student Perception Toward Interprofessional High-Fidelity Clinical Simulation.

Interprofessional education is recognized for its potential for collaboration and teamwork, reflecting clinical practice; however, existing literature for simulation-based interprofessional education does not include Physician Associate (PA) students. This initiative aimed to explore the students' perception of interprofessional clinical simulation for PA students and allied health professional (AHP) students as part of our program development. A high-fidelity simulation session was designed and conducted for volunteering students from the PA, paramedic science, and physiotherapy courses. We used a mixed-method electronic questionnaire consisting of 15 statements rated on a numerical rating scale (0-5) and four open-ended questions with unlimited free-text responses to explore student perceptions. Inductive thematic analysis was used for qualitative analysis. The session design was underpinned by Allport's (intergroup) contact hypothesis with an emphasis on mutual intergroup differentiation. Forty-six students participated in the simulation teaching, with 48% (n = 22) providing feedback. Overall student perception was mainly positive toward the interprofessional simulation; however, some barriers to learning were recognized. Based on the evaluation of our initiative and existing literature, we propose 5 top tips to promote an effective learning experience for students. (1) Understand the importance of interprofessional collaboration. (2) Establish clear roles. (3) Plan the scenarios in advance. (4) Maintain equal status between groups. (5) Provide clear instructions and expectations. To our knowledge, this is the first study of high-fidelity interprofessional simulation involving PA and AHP students. We successfully explored student perception which highlighted aspects that can impact learning. This pilot study demonstrated that interprofessional simulation is a feasible and acceptable form of learning for our students and highlighted how to improve future interprofessional simulation teaching sessions.

Escaping the Silos: Utilization of a Pediatric Trauma Escape Room to Promote Interprofessional Education and Collaboration.

Millions of children are treated annually for trauma-related injuries but comprise a smaller proportion of emergency department visits than adults. As a result, emergency department teams may not have the knowledge, skills, and confidence to care for pediatric patients, and specialty teams may not interact enough as an interprofessional team to provide high-quality patient care. The purpose of this project is to describe a novel interprofessional simulation-based education initiative to assist pediatric trauma team readiness. An escape room was designed to provide an interactive educational environment focused on pediatric trauma education. Using an interprofessional dyad of a trauma nursing specialist and a pediatric nursing expert, the escape room was designed as a series of clues to improve pediatric skills and interprofessional collaboration between specialty teams. The escape room training was conducted (from February to March, 2023) in a large Southeastern U.S. Level II adult trauma center. Twenty-one registered nurses from different specialty teams participated in the simulation exercises with overwhelmingly positive feedback. Colleagues reported this was a unique way to deliver education that resulted in innovative team building and enriched collegiality between the specialty teams. The escape room educational format was positively received, and future events are planned across disciplines and various topics. Trauma centers with lower pediatric volumes seeking to provide engaging team-based education may use this format as a unique and innovative way to develop teams for clinical success.

A7‘We are all here to learn’ – an interpretative phenomenology analysis study of the lived experiences for clinical nurse educators facilitating interprofessional simulation-based education

There is a plethora of research on the benefit of a collaborative learning amongst participants in inter-professional education and simulation-based education [1,2]. It would be insightful to explore how this concept of shared learning extends to the faculty members facilitating these educational sessions. From the perspective of the clinical nurse educator, this research study offers a unique insight into the nature of the collaborative teaching experience, processes of knowledge acquisition, and transferability of learning and their influence on both clinical and teaching practice. To illuminate the lived experiences of clinical nurse educators facilitating inter-professional simulation-based education (IPSBE) to gain deeper insight into how this approach can influence their future practice. An interpretative phenomenology analysis (IPA) was chosen as the qualitative research approach for this study as it sought to illuminate the experiences of clinical nurse educators through the interpretation and validation of their unique ‘first-hand’ experiences. A small purposive sample of clinical nurse educators who facilitated IPSBE was recruited to take part in semi-structured interviews. Data were inductively analysed using a systematic, step-by-step approach, generating meaningful themes and concepts that can be applied to the context of practice [3]. Four master concepts were derived from the interpretative analysis of the interviews: ‘looking at things through a different lens’; the centrality of the debrief; ‘we are actually learning all the time’ and personal and professional growth. It was evident from the interviews that the clinical nurse educators learned from the participants and fellow faculty members when facilitating IPSBE. There was a recognition of the significance and importance of working, learning and teaching together. IPSBE creates a safe space for learning that promotes an opportunity for shared learning to occur which can positively influence inter-professional relationships and practices, which can influence patient care and safety. In addition, the clinical nurse educators expressed that their experiences had enabled them to develop a deeper insight, understanding and respect for educational theory that underpins adult learning which has been transformational to their teaching practices. IPSBE creates a safe space for learning that promotes an opportunity for shared learning amongst faculty to occur which can positively influence inter-professional relationships and practices. These positive team-based behaviours are transferable to educational and clinical practice. The detailed analysis and interpretation of the research findings led to recommendations for practice, education, policy and research. 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.

How theories of complexity and resilience affect interprofessional simulation-based education: a qualitative analysis of facilitators’ perspectives

BackgroundQuality of care and patient safety rely on the ability of interprofessional teams to collaborate effectively. This can be trained through interprofessional simulation-based education (IPSE). Patient safety also relies on the ability to adapt to the complexity of such situations, an ability termed resilience. Since these needs are not explicitly addressed in IPSE, the aim of this study was to explore how central concepts from complexity-theory and resilience affect IPSE, from facilitators’ perspective, when applied in debriefings.MethodsA set of central concepts in complexity-theory and resilience were introduced to facilitators on an IPSE course for nursing and medical students. In five iterations of focus groups interviews the facilitators discussed their application of these concepts by reviewing video recordings of their own debriefings. Video recordings of the interviews were subjected to coding and thematic analysis.ResultsThree themes were identified. The first, Concepts of complexity and resilience are relevant for IPSE, points to the applicability of these concepts and to the fact that students often need to deviate from prescribed guidelines/algorithms in order to solve cases. The second theme, Exploring complexity, shows how uncertainty could be used as a cue to explore complexity. Further, that individual performance needs to account for the context of actions and how this may lead to certain outcomes. Moreover, it was suggested that several ways to approach a challenge can contribute to important insight in the conditions for teamwork. The third theme, Unpacking how solutions are achieved, turns to needs for handling the aforementioned complexity. It illustrates the importance of addressing self-criticism by highlighting how students were often able to overcome challenges and find solutions. Finally, this theme highlights how pre-defined guidelines and algorithms still work as important resources to help students in transforming perceived messiness into clarity.ConclusionsThis study suggests that IPSE provides the possibility to explore complexity and highlight resilience so that such capability can be trained and improved. Further studies are needed to develop more concrete ways of using IPSE to account for complexity and developing resilience capacity and to evaluate to what extent IPSE can provide such an effect.

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

BackgroundSimulation-based events provide experiential learning to students as they navigate Interprofessional education. Despite research revealing positive perceptions of students, faculty are still reluctant due to various barriers to IPE. The purpose of the study was to determine if there was a change in perception of Sim-IPE by faculty following a large-scale acute-care based event. MethodFaculty were surveyed before and after the event utilizing tools adapted previously for faculty including the Attitudes toward Interprofessional Education and the Attitudes Toward Health Care Teams. ResultsThis study revealed elevated faculty attitudes without significant differences. ConclusionsThe results describe an overall successful acceptance of IPE value related to involvement in a large-scale Sim-IPE.

276 Development of inter-professional simulation-based education in geriatric medicine

Abstract Background Understanding human factors involved in patient care is a focus of the Geriatric Medicine Training curriculum including the leadership of and communication required within an interprofessional team. Geriatric Medicine Specialty Trainees (ST4+) need advanced communication skills and confidence in managing complex situations. Simulation-enhanced Interprofessional Education (Sim-IPE) provides insight into other disciplines roles. We hypothesised that the implementation of a Sim-IPE programme dedicated to communication skills could improve confidence. Methods We organised a one-day Sim-IPE programme for our Geriatric Medicine ST4+. Faculty consisted of doctors, advanced nurse practitioner, social worker, occupational therapist, physiotherapist and speech and language therapist. Communication scenarios, with faculty as simulated participants, were undertaken including establishing a ceiling of treatment, management of delirium, breaking bad news, ethical feeding dilemmas, complex discharge planning and capacity assessment. Debrief discussions followed each scenario. Mixed-method evaluation was used with questionnaires collected from learners’ pre and post session in a 10-point Likert scale to compare confidence levels. Qualitative feedback was collected from learners and faculty. Results Ten Geriatric Medicine ST4+ attended plus nine faculty including two facilitators. Positive feedback was received from learners and faculty. There was improvement in confidence across all six scenarios (one being ‘not at all confident’ and ten ‘extremely confident’). Pre-session average confidence was 7.2, post-session 8.7. All trainees would recommend the programme to a colleague. Common learning themes included gaining feedback from debrief discussions and shared learning from our allied-health professionals. Learners and faculty commented on the enjoyment, usefulness and value of learning within a safe team environment. Conclusion Sim-IPE can improve confidence in complex communication scenarios and human factor skills. Feedback highlighted that this programme would be useful for all General Internal Medicine Specialty Trainees.

81 the Development and Implementation of Simulation-Based Inter-Professional Education for Radiation Oncology and Medical Physics Residents in Radiation Therapy Safety Events

81 the Development and Implementation of Simulation-Based Inter-Professional Education for Radiation Oncology and Medical Physics Residents in Radiation Therapy Safety Events

Effects of a virtual simulation-based interprofessional education activity for rehabilitation nursing using shared resources: A quasi-experimental study

BackgroundInterprofessional education (IPE) is crucial for effective clinical practice but remains challenging to be implemented. The IPE activity using virtual simulation (VS) may potentially solve the time and space challenges of in-person interprofessional simulations. Using shared VS resources may increase the popularity of virtual teaching in conditions of limited resources. ObjectivesUsing shared resources, this study aimed to design and implement a VS-based IPE activity for undergraduate healthcare students, exploring the effects. DesignA quasi-experimental design was used, with assessments conducted before and after the activity. SettingsOne university and its affiliated hospitals in south China. ParticipantsForty-two undergraduate students majoring in nursing, clinical medicine, and rehabilitation therapy participated in this study. MethodsA test composed of ten questions was used to evaluate knowledge of rehabilitation. The Chinese version of Critical Thinking Disposition Inventory (CTDI-CV) and the Chinese version of Assessment of Interprofessional Team Collaboration in Student Learning Scale (AITCS-II (Student)-CV) were used to evaluate critical thinking and interprofessional collaboration. Participants' opinions about the activity were assessed, considering satisfaction, perceived effectiveness, the ease of shared VS platform use, and suggestions about the activity. ResultsSignificant improvements were shown in pre- and post-test total scores on knowledge of rehabilitation, mean scores for overall critical thinking disposition, and mean item scores on overall interprofessional team collaboration. ConclusionsThe study provides a reference for designing and implementing VS-based IPE but the effects of this innovative pedagogy on students' rehabilitation knowledge, critical thinking, and interprofessional collaboration ability still need to be further confirmed. Most of the students gave positive feedback on the activity. Technical issues should be addressed to decrease their impacts on the VS practice experience.

Simulation-based Interprofessional Education (IPE) for Enhanced Attitude and Teamwork of Anesthesiology Residents and Nurse Anesthesia Students in Iran.

Simulation-based interprofessional education (IPE) provides the basis for the necessary competencies for interprofessional collaboration. This study aimed to examine the effects of this educational approach on anesthesia students' attitude and teamwork. This quasi-experimental study was performed on 72 anesthesiology residents and nurse anesthesia students consisting of 36 participants in the intervention and 36 in the control group. The intervention group participated in a simulation-based interprofessional season, including three scenarios in the induction phase of anesthesia. The control group received routine education. We used the Readiness for Interprofessional Learning Scale (RIPLS) to measure attitude and the KidSIM Team Performance Scale to assess teamwork. The data were analyzed by Analysis of Covariance, paired T-test, Chi-square, and Fischer's exact test in SPSS software, version 22. Comparing post-test scores by ANCOVA showed a significant difference between groups (p=0.001) because there was a significant positive change in the overall attitude score in the intervention group after receiving simulation-based IPE. Regarding the quality of teamwork, the intervention group's scores in all three sub-scales changed significantly after intervention (p<0.05). The simulation-based IPE is recommended to promote a teamwork culture and train empowered anesthesia professionals.

The influence of the simulation environment on teamwork and cognitive load in novice trauma professionals at the emergency department: Piloting a randomized controlled trial

IntroductionThis pilot study aimed to test the feasibility of conducting a randomized controlled trial to examine how simulation environments (in situ versus laboratory) influence teamwork skills development and cognitive load among novice healthcare trauma professionals in the emergency department. MethodTwenty-four novice trauma professionals (nurses, medical residents, respiratory therapists) were assigned to in situ or laboratory simulations. They participated in two 15-minute simulations separated by a 45-minute debriefing on teamwork. After each simulation, they completed validated teamwork and cognitive load questionnaires. All simulations were video recorded to assess teamwork performance by trained external observers. Feasibility measures (e.g., recruitment rate, randomization procedure and intervention implementation) were recorded. Mixed ANOVAs were used to calculate effect sizes. ResultsRegarding feasibility, several difficulties were encountered, such as a low recruitment rate and the inability to perform randomization. Outcome results suggest that the simulation environment does not affect novice trauma professionals’ teamwork performance and cognitive load (small effect sizes), but a large effect size was observed for perceived learning. ConclusionThis study highlights several barriers to conducting a randomized study in the context of interprofessional simulation-based education in the emergency department. Suggestions are made to guide future research in the field.

Using simulation-based interprofessional education to change attitudes towards collaboration among higher specialty trainee physicians and registered nurses: a mixed methods pilot study

ABSTRACT Interprofessional collaboration (IPC) is important for delivering safe patient care and can be enhanced through interprofessional education (IPE). In postgraduate medical education, the most effective model for delivering IPE remains unclear. A multi-site non-randomized mixed methods study was undertaken to investigate the effectiveness of a simulation-based IPE (SB-IPE) intervention on changing attitudes among higher specialty trainee (HST) physicians in general internal medicine and registered nurses (RNs). The intervention, underpinned by intergroup contact theory, is comprised of paired participants (HSTs:RNs) undertaking six simulated scenarios. The Jefferson Scale of Attitudes toward Interprofessional Collaboration (JeffSATIC) was administered pre-and-post intervention. Focus groups were conducted to explore participants’ perceptions of IPC and the SB-IPE intervention. Fifty-six participants attended the SB-IPE intervention and 37 completed focus group interviews. Overall, attitudes toward IPC changed positively (p < .001), with greater change among HSTs (p = .001) compared to RNs (p = .12). Attitudes to “working relationships” significantly increased for HSTs (p < .001) but not RNs (p = .047). Focus group analysis identified three processes by which SB-IPE led to attitudinal change: 1) Shared vulnerability, 2) Positive affirmation, and 3) Negotiating professional hierarchies, mainly through relationship building. Further research is needed to investigate the long-term impact of attitudinal change, including the extent to which benefits transfer into practice.

Call the SIM team – a tale of building a simulation faculty in a small district general hospital

For many years, simulation-based education (SBE) at Walsall Manor Hospital (WMH) was carried by a one-man simulation technician, with intermittent input from department facilitators. Inadvertently creating SBE dis-equality across departments. Studies have demonstrated that formalized SBE plans improve training [1] and clinical outcomes [2]. We aimed to create standardisation and equity in SBE across departments by formulating a SBE training and delivery plan and governance structure at WMH. In the Autumn 2021, WMH started standardising SBE across the Trust in order to improve both the undergraduate and postgraduate standard of education [3]. The team grew to incorporate five multidisciplinary members; SIM technician, SIM lead (consultant), SIM nurse, SIM project support, and SIM technician support. With further expansion to now include speciality simulation leads in emergency medicine (EM) and paediatrics. Currently there is active recruitment for speciality leads in other departments. The SIM staff were appointed already holding simulation education related qualifications and/or experience. In addition, staff attended the University of Stafford foundations in simulation and debriefing courses. The governance process has been developed and implemented around the appointment of simulation speciality staff, formation of simulation courses, and simulation delivery. Furthermore, collection of attendance, feedback forms, certificates of participation and attendance have been made mandatory element of simulation delivery. In addition, there has been internal and external investment in increasing simulation equipment, including paediatric manikins and immersive technology. In seven months, achievements have included: a range of simulation-based training events, the implementation of in-situ simulation in acute medicine, simulated sessions for final year medical students, the development of a simulation Foundation Year 1 and 2 curriculum, successful construction and running of mock royal college of physicians viva examination, multiple medical procedure courses, the re-introduction of Ill Medical Patients’ Acute Care Treatment (IMPACT) course, and simulation sessions for student nurses. SBE activities were delivered by and to a multidisciplinary team. Putting together a simulation team and formalizing the governance process around SBE delivery has increased the number of educational activities for both undergraduate medical/nursing students and postgraduate doctors and allied health care professionals. Feedback scores have been good to excellent and multidisciplinary work in EM has improved. The SIM team will continue to promote, implement, embed, and sustain SBE within the Trust to bigger and bolder activities. We would like to thank and acknowledge the Dinwoodie charitable company for their support. 1. Weaver SJ, Salas E, Lyons R, Lazzara EH, Rosen MA, DiazGranados D, Grim JG, Augenstein JS, Birnbach DJ, King H. Simulation-based team training at the sharp end: A qualitative study of simulation-based team training design, implementation, and evaluation in healthcare. Journal of Emergencies, Trauma and Shock. 2010;3(4):369–377. 2. Houzé-Cerfon CH, Boet S, Marhar F, Saint-Jean M, Geeraerts T. Simulation-based interprofessional education for critical care teams: Concept, implementation and assessment. Presse Medicale (Paris, France: 1983). 2019;48(7–8 Pt 1):780–787. 3. Irwin PM, Brown RA, Butler S. The undergraduate simulation framework: standardising design and delivery’. Higher Education, Skills and Work-Based Learning. 2020;11(2):576–586.

Evaluation of online interprofessional simulation workshops for obstetric and neonatal emergencies.

To explore student perceptions of learning and interprofessional aspects of obstetric and neonatal emergencies through online simulation-based workshops. This qualitative study was conducted at Monash University, Australia. Data were obtained from six separate online Obstetric Neonatal Emergency Simulation workshops held between May 2020 and August 2021. A total of 385 students attended and were invited to participate in the study by completing an online survey two-three weeks later. Of the attendees, 144 students completed the survey (95 medical, 45 midwifery), equating to a response rate of 37%. Survey responses were downloaded from online survey platform and separated into medical and midwifery responses. Thematic analysis of data was performed using a coding framework, resulting in development of themes and subthemes. Main themes were adaptability, connectivism, preparedness for practice, experiential learning, learning through modelling and dynamics of online interaction. Students reported that online workshop was a useful alternative method to experience simulation-based learning, increase their readiness for clinical practice and foster positive interprofessional relationships. Consistent with existing literature evaluating similar in-person programs, midwifery students were most interested in interprofessional interaction (predominant theme: dynamics of online interaction), whilst medical students were more concerned with developing clinical skills (predominant themes: learning through modelling, experiential learning). Online learning may be a useful and convenient way of delivering interprofessional simulation-based education during the pandemic, in remote areas and as an adjunct to in-person teaching. Future studies should evaluate the impact of online learning with a mixed methods study and in comparison, to in-person programs.

Comparison of simulation-based interprofessional education and video-enhanced interprofessional education in improving the learning outcomes of medical and nursing students: A quasi-experimental study

BackgroundUse of interprofessional education has greatly expanded and is widely used to foster interprofessional collaborative practice competency in health professionals, especially during medical emergencies. Identifying the interprofessional education delivery mode that can maximize learning outcomes within available resources is crucial for achieving the sustainability of an interprofessional education program. ObjectivesTo examine the learning outcomes of simulation-based interprofessional education and video-enhanced interactive discussion interprofessional education modules and to analyze the variable costs between these two interprofessional education modules. DesignA prospective quasi-experimental study. SettingA medical university in Northern Taiwan. Participants24 medical students and 48 nursing students enrolled in a 4-week simulation-based interprofessional education or video-enhanced interactive discussion interprofessional education program. MethodsStudents' medical task performance, critical medical task performance, team behavior performance, and interprofessional collaboration attitude were examined at the pretest and posttest by using an objective structured checklist and team performance rating scale with a hands-on simulation model and structured questionnaires. The variable costs for simulation-based interprofessional education and video-enhanced interactive discussion interprofessional education were estimated upon the completion of the course. ResultsAll learning outcomes significantly improved for both the groups from the pretest to posttest. After the intervention, the simulation-based interprofessional education group exhibited significantly higher scores in medical task performance, critical medical task performance and team behavior performance than the video-enhanced interactive discussion interprofessional education group at the posttest. No significant difference was noted in interprofessional collaboration attitude between the groups. Cost analysis revealed that the simulation-based interprofessional education program was approximately two times more expensive in terms of staffing costs and required 1.3 times greater space charges than the video-enhanced interactive discussion interprofessional education program. ConclusionBoth simulation-based interprofessional education and video-enhanced interactive discussion interprofessional education modules effectively improved medical and nursing students' medical task performance, critical medical task performance and team behavior performance. The simulation-based interprofessional education group had more favorable learning outcomes, but the associated costs were higher. Educators should consider both learning outcomes and cost when choosing a design strategy simulation-based interprofessional education vs. video-enhanced interactive discussion interprofessional education for interprofessional education module development.