Simulation-based Learning Activities Research Articles

Conceptualizing Student Experiences of Psychological Safety in Simulation: A Grounded Theory Study.

Simulation-based learning activities have become more prevalent in prelicensure nursing curricula. When following the Simulation Standards of Best Practice, optimal learning conditions can be achieved, including the creation of a psychologically safe learning environment. Yet, the process of how students come to feel psychologically safe during a simulation experience remains unknown. A grounded theory approach was used to conceptualize the basic social process by which nursing students feel psychologically safe during a simulation learning experience. Six categories emerged from the data: (1) being nervous; (2) having a good instructor; (3) learning; (4) coming together; (5) being in debriefing; and (6) leaving on a positive note. The core category of putting myself out there emerged as the basic social process. The social process of psychological safety in simulation develops within nursing students as the result of interplay among several dimensions of the learning experience. [J Nurs Educ. 2024;63(7):427-433.].

Reconceptualizing Simulations: Epistemic Objects and Epistemic Practices in Professional Education

This study explores how and why simulation training facilitates professional learning by investigating how simulators and simulations are used and conceptualized in two professional domains, nursing and maritime navigation, and offer a reconceptualization. Our aim is to move beyond past theorizing of simulators and simulations that has mainly centered on representational issues like validity, fidelity, and authenticity. Instead, we approach simulators as epistemic objects and simulations as epistemic practices. These concepts offer a lens to examine the situated and sociomaterial practices that make simulators into simulations and simulations into entry points to the epistemic culture of a profession. As a result, we pinpoint three central mechanisms for transforming the simulation experience into an event that facilitates the enrollment of students into their future profession. The first mechanism involves the instructional practice of “filling in” aspects of the work context that might be missing in the simulator. The second mechanism, sometimes labeled the “as-if” mode of simulations, manifests through the participants’ ongoing commitment to treat the simulation as-if it was a real professional encounter. The third relates to how simulation-based learning activities afford a crucial pedagogical orientation towards defining what constitutes exemplary professional practice in specific training situations.

Value of a blended learning supervision course at the advanced level: Supervisors’ experiences

Aim: To explore what experiences specialist nurses and midwives have with a blended learning course (digital course component one and physical course component two) to develop their supervisory competence. Methods: A qualitative descriptive design with two focus group interviews (n=9) and written reflections from participants (n=70) from five courses conducted in 2021 and 2022. Findings: Thematic analysis revealed two main themes: 1) The value of blended learning in a clinical supervision course and 2) Areas for improvement. Participants experienced a profound learning outcome through the acquisition of theoretical knowledge digitally during part one of the course, followed by in-person engagement in simulation-based learning activities in part two. Specifically, the participants gained a heightened awareness of the complexity of supervision and increased confidence in using communication tools through simulation. The challenges faced in the digital part of the course highlighted the need for technical improvements, emphasizing the importance of improving flexibility and development of an application for easy access to learning resources. Conclusion: The findings indicate that the blended learning approach enhanced supervision competence. The online component facilitated a more profound learning experience in the in-person simulation-based course. Recommendations for improvement centered on simplifying content and introducing greater flexibility and accessibility in the digital part of the course.

The impact of moulage on learners’ experience in simulation-based education and training: systematic review

BackgroundMoulage is a technique used to simulate injury, disease, aging and other physical characteristics specific to a scenario, often used in health and emergency worker training, predominantly for simulation-based learning activities. Its use in allied health fields is unclear. Previous work has explored moulage as an adjunct for authentic simulations, however there is opportunity for broadening its scope.AimTo explore the effects of moulage interventions in simulation-based education and training, for learner experience. A secondary aim was to understand which pedagogical frameworks were embedded in moulage interventions.MethodFour electronic databases (PubMed, CINAHL, EmBase, Proquest Central) were systematically searched to December 2022 for studies utilising moulage in simulation-based education experiences. Outcomes were focused on learner satisfaction, confidence, immersion, engagement, performance, or knowledge. Study quality was assessed using the Mixed Methods Appraisal Tool.ResultsTwenty studies (n = 11,470) were included. Studies were primarily conducted in medicine (n = 9 studies) and nursing (n = 5 studies) and less frequently across other health disciplines. The findings demonstrated greater learner satisfaction, confidence, and immersion when moulage was used against a comparator group. Minimal improvements in knowledge and performance were identified. One study underpinned the intervention with a pedagogical theory.ConclusionMoulage improves learner experience in simulation-based education or training, but not knowledge or clinical performance. Further research utilising moulage across a broader range of professions is needed. Interventions using moulage should be underpinned by pedagogical theories.

시뮬레이션을 이용한 전문직 간 교육 시나리오 개발

The simulation-based learning activity introduced in this study requires learner skills for rapid assessment, appropriate interventions, and accurate diagnosis in team-based patient care. Reflective thinking is the key to learning in clinical simulations. Learners are expected to learn team communication and teamwork as well as clinical skills while participating in this escape room activity. Clinical simulations incorporating the escape room format in interprofessional education will serve to promote learners' reflection in action, especially during action.

The Impact of a Simulation-Based Learning Activity Using Actor Patients on Final Year Nursing Students’ Learning

Fundamental to clinical nursing is the ability to recognise patient deterioration and know what to do. These skills are vital for patient safety and yet remain a challenge to teach nursing students. Simulation provides a means for students to develop the necessary skills in a safe learning environment. This qualitative descriptive study investigated final-year nursing students’ perception of the effectiveness of a ward-based simulation learning activity using actor patients. The research question that underpinned this study is as follows: Does actor patient simulation help preparedness for clinical practice? The simulation setting was a mock medical-surgical ward in a tertiary education clinical skills centre. Focus group interviews were conducted in two parts: immediately after the simulation and then three months later when students had completed their clinical placements. Thematic analysis identified three main themes: decreasing the theory-practice gap; decision-making; and acting like a registered nurse. This study found that simulation with actor patients positively impacted nursing students’ learning, reinforcing other studies that support simulation as an effective learning strategy. Although the simulation was challenging, students valued the opportunity to role-play as a registered nurse, which provided insight into the skills and abilities needed for clinical practice. Te reo Māori translation Te pānga o tētahi ngohe akoranga ā-whakatakune mā te whakamahi i ngā tūroro kaiwhakaari, ki te akoranga tau whakamutunga o ētahi akonga tau tuatahi Ngā Ariā Matua He mea tino hira te kite wawe i te heke o te tūroro, waihoki te mōhio me aha te tapuhi, mō te haumarutanga tūroro, engari e noho ana hei mea uaua ki te whakaako ki ngā akonga tapuhi. Ko te whakatakune tētahi ara pai mō ngā ākonga hei whakawhanake i ngā pūkenga haumaru i roto i tētahi horopaki ako haumaru. I tūhura tēnei rangahau kounga whakaahua i ngā kitenga o ngā ākonga tapuhi tau whakamutunga mō te whāinga hua o tētahi ngohe ako i te wāhanga hōhipera nā te whakamahi i ngā tūroro kaiwhakaari. Ko te pātai rangahau i roto i tēnei mahi ko tēnei: Hei āwhina te whakatakune i te takatū mō te mahi i te taha o te tūroro? Ko te wāhi o te whakaritenga whakatakune ko tētahi wāhanga hōhipera taurima mate-hāparapara i tētahi pūtahi pūkenga tiaki turoro mātauranga matua. I kawea ētahi uiuinga rōpū arotahi i ētahi wā e rua: i muri tonu mai i te whakatakune; ā, e toru marama i muri i te whakatakune i te otinga o ngā whakanohonga tiaki tūroro o ngā ākonga. E toru ngā tāhuhu matua i tautohutia i roto i te tātaritanga tāhuhu: te whakaheke i te āputa ariā-mahi, te whakatau take, me te kawe i te mana o te tapuhi rēhita. I kitea e tēnei rangahau i whai hua te whakatakune me ngā tūroro kaiwhakaari ki te akoranga o ngā tapuhi, me tōna whakatūturu i ētahi atu rangahau e tautoko nei i te whakatakune hei rautaki ako whai hua. Ahakoa te uaua o te whakatakune, he mea hira ki ngā akonga te kawe i te tūranga o te tapuhi rēhita, i puta ai he māramatanga ki ngā pūkenga me ngā āheinga e hiahiatia ana mō te mahi tiaki tūroro tūturu. Ngā kupu matua: tūroro kaiwhakaari, akonga tapuhi, hekenga o te tūroro, te whakatakune, te tātari tāhuhu

Effects of virtual reality simulation on medical students’ learning and motivation in human parasitology instruction: a quasi-experimental study

BackgroundDespite the proven effectiveness of simulation-based learning activities, its adoption in medical education remains limited, and the influence of simulation on student motivation, particularly subjective task values, is seldom explored. This study aimed to investigate the impact of a simulation-based learning activity on student learning and subjective task values in a medical morphology-related course of Human Parasitology.MethodsA quasi-experimental study was conducted with 113 Chinese undergraduate medical students who participated in a Human Parasitology course during April to May 2022. Students were divided into two groups: Simulation Group (n = 55), where students used the simulation, and Lecture Group (n = 58), where students attended an online lecture. Students’ learning was measured prior to the intervention, immediately after the intervention, and three weeks later to assess knowledge retention. The subjective task values questionnaire was administered before and after the interventions. Data were analyzed using one-way ANCOVA and MANOVA.ResultsStudents in the Simulation Group exhibited significantly higher knowledge gain compared to the Lecture Group [F (1,110) = 23.69, p < 0.01]. Additionally, the Simulation Group retained knowledge significantly better than the Lecture Group [F (1,101) = 10.05, p < 0.005]. Furthermore, students in the Simulation Group experienced a significant increase in subjective task values after the intervention [F (3, 52) = 3.57, p < 0.05, ηp2 = 0.17], while students in the Lecture Group reported a significant decrease in subjective task values [F (3, 55) = 2.96, p < 0.05, ηp2 = 0.14].ConclusionsSimulation-based learning not only leads to superior learning but also enhances students’ subjective task values. These findings offer valuable insights into designing effective simulation-based learning experiences in medical education and have significant practical implications for educators and medical professionals.

Encouraging Awareness and Empathy for Diversity Through Experiential Practiced Simulations

This paper describes an experiential, simulation-based learning activity designed to encourage graduate education students’ development of empathy for and awareness of diverse student populations. In order to allow students to take the “role of the other,” they were placed into different situations where they had to complete a simple activity with some simulated element experienced by a different audience. Those differences included visual impairments, auditory impairments, dyslexia, and serving as English learners. The empathy activity was situated in a course that centered around designing multimedia for learning and included the instruction of the design thinking process and designing for universal audiences as well. Upon completion of the simulated experience, students reflected with the group about their thoughts, feelings, struggles, and the implications of their experience on the future of their designs in instructional technology and teacher education. Throughout this design case, we discovered that taking thoughtful design measures into consideration can help instruct challenging and difficult abstract concepts such as empathy.

Psychosocial interprofessional perinatal education: Design and evaluation of an interprofessional learning experience to improve students’ collaboration skills in perinatal mental health

BackgroundPerinatal mental health disorders are one of the leading causes of maternal illness and suffering and care and services need to be well coordinated by an interprofessional team who are skilled in working collaboratively. AimThe aim of this paper is to describe the design and evaluation of an innovative interprofessional education initiative to increase midwives and other health professional students’ knowledge and skills in caring collaboratively for women with psychosocial issues in the perinatal period, including women experiencing domestic and family violence. MethodsThe Psychosocial Interprofessional Perinatal Education workshop was designed for midwifery, psychology, social work and medical students. It provided a simulated learning experience with case studies based on real life situations. Students undertook pre and post surveys to measure changes in students’ perceptions of interprofessional collaboration and their experiences of participating in the interprofessional simulation-based learning activity. Quantitative survey data were analysed using paired t-tests and a qualitative content analysis was undertaken on the open-ended questions in the survey. FindingsComparison of pre and post surveys found students from all disciplines reported feeling more confident working interprofessionally following the workshop. The following categories were generated from analysis of the open ended survey data: Greater understanding of each others’ roles; Recognising benefits of interprofessional collaboration; Building on sense of professional identity; Respecting each other and creating a level playing field; and Filling a pedagogical gap. ConclusionThrough this innovative, simulated interprofessional education workshop students developed skills essential for future collaborative practice to support women and families experiencing psychosocial distress.

Transforming Teaching of Foundational Nursing Skills to Enhance Clinical Reasoning Development: A Proposed Simulation Based Learning Activity

Over the past decade nurse educators have been called to transform nursing academia in order to better prepare our future nurses for the tremendous changes in the healthcare environment. The advancing medical technology, aging population, nursing shortages and recent COVID pandemic have provided unique challenges that require complex decision-making abilities. The National Council of State Boards of Nursing (NCSBN) has made significant changes in their licensure examination to accommodate the need to assess vital clinical judgment and decision-making skills in entry level graduate nurses. A model to measure clinical judgment was developed by NCSBN in 2019 to assist faculty in evaluating students beyond textbook nursing knowledge to actively perform and evaluate safe, effective clinical decisions. In order for students to fully grasp the clinical judgment process, faculty need to create active learning opportunities that provide patient context so students can cultivate clinical decision-making skills parallel to clinical knowledge. In nursing curricula, students learn fundamental skills in the first year of their education that provide them with a strong foundation to assess and care for thousands of patients. Transforming how these vital nursing skills are taught from solely performing the psychomotor learning domain to incorporating patient specific scenarios can foster development of clinical reasoning and sound clinical judgment in practice. This article outlines the transformation and redesign of teaching clinical skills to first semester nursing students to enhance clinical reasoning development and a proposed future study of assessing student outcomes using a simulation-based approach.

Non-communicable Diseases Competencies in Undergraduate Curricula at Medical University in Bhutan

Background: This review study aimed to assess non-communicable diseases (NCDs) competencies in three existing curricula at Khesar Gyalpo University of Medical Sciences (KGUMSB), Bhutan.Methods: A review study of the existing curricula for competencies in NCDs was carried out using the World Health Organization (WHO) NCDs competency framework in the three curricula at KGUMSB.Results: NCD competencies for both medical doctors and community health workers were almost similar but the level of mastery in competencies differed between the two curricula. For nursing, most of the NCD competencies were missing.Discussion: There was a lack in clarity on strategies to develop the listed competencies by learners in all three curricula.Conclusions: There was a lack in clarity on strategies to build psychomotor and affective domains for numerous NCD competencies in the existing curricula. Some critical strategies such as work place-based assessment, simulation-based learning and entrustable professional activities could be incorporated in the revised curricula at KGUMSB.

Lebanese and Saudi Nursing Students' Self-Confidence, Satisfaction, and Clinical Judgment in a High-Fidelity Simulation

Objective: This study aims at evaluating Lebanese and Saudi nursing students' self-confidence, satisfaction, and clinical judgment in a high-fidelity simulation. Background: High fidelity simulation is an increasingly popular academic application gaining more corroboration in nursing curricula over the years. To prepare highly qualified nurses with refined clinical judgement skills, high fidelity simulation presents a promising academic technique. Methods: A quantitative cross-sectional research methodology was used to recruit 673 Lebanese and Saudi nursing students from various academic levels for this investigation. Three questionnaires were used: a sociodemographic survey, the student satisfaction and self-confidence in learning questionnaire (13 items) and the Lasater clinical judgment rubric (11 items in 4 components). A convenience sample of 673 nursing students from all academic levels, genders and ages at two universities, one in Lebanon and one in Saudi Arabia, which both offer a similar 4 year nursing curriculum and include high fidelity simulation into their courses, was recruited. The sample was calculated based on a population of 891 nursing students, thus yielding a need for 269 students for a confidence interval of 95%, which makes the 673 students in the sample sufficient. Results: Students who participated in simulation-based learning reported fairly high levels of learning satisfaction (p=0.00), self-confidence (p=0.00), and clinical judgment (p=0.03), with Lebanese students scoring better overall. In the case of satisfaction (p=0.00) and self-confidence (p=0.00) as predictors of clinical judgment, there was a strong connection between the variables. Conclusion: Nursing students from Lebanon and Saudi Arabia who participated in simulation-based learning activities showed high levels of satisfaction, self-confidence, and clinical judgment.

Evaluation of a simulation-based learning activity for communicating about at-risk opioid behaviors in a community pharmacy setting

IntroductionThe purpose of our study was to evaluate a learning activity that included an objective structured learning examination (OSLE) focused on identifying and communicating at-risk opioid behaviors in a community pharmacy setting through student perceptions and OSLE performance. MethodsThe activity included a didactic lecture and an OSLE with two opioid use patient cases. Third-year pharmacy students' communication skills were evaluated using faculty-created rubrics. A voluntary, anonymous pre-/post-survey evaluated students' skills confidence and OSLE satisfaction. Responses were analyzed using independent t-tests. An inductive conventional content analysis identified the impact on students' perceptions and future behaviors from post-simulation reflections. ResultsOne hundred forty-three and 111 students completed the pre- and post-surveys, respectively. Students self-reported confidence in their ability to identify red flags and assess at-risk opioid behaviors, counsel on opioid risk behaviors, refuse opioid prescription fills, and respond to patients' nonverbal responses, all significantly improved pre-to-post. Students reported the OSLE was beneficial to their learning. The mean overall OSLE score was 34.2 out of 45 points (SD ± 6.21). Identified student reflection themes included: importance of patient-centered care, pharmacists' role in patients with at-risk opioid behaviors, recognition of judgement against patients taking opioids, and importance of communication and empathy as strategies to mitigate conflict. ConclusionsImplementing a new learning activity focused on communication regarding at-risk opioid behaviors allowed students to engage in difficult conversations with standardized patients in a safe simulation environment. Students demonstrated competent skills, increased their self-reported confidence, and were highly satisfied with the learning activity.

Simulation-based Learning Experiences in Stuttering Management Delivered Online: What Do Students, Clinical Educators and Simulated Patients Think?

Speech pathology students are required to demonstrate competency across a range of practice areas. There are, however, limited opportunities for students to access clinical placements in the area of stuttering. Simulation-based learning (SBL) activities have proven to be effective in increasing students’ clinical experience in this area. Due to the COVID-19 pandemic, the delivery of in-person SBL programs was not feasible, resulting in a shift to online provision. The aim of this study was to investigate the perceptions of students, clinical educators and simulated patients who participated in an online adult stuttering SBL experience. Ten first-year graduate entry Masters program speech pathology students participated in the study alongside four clinical educators and four simulated patients. The experience involved two online SBL sessions and one online tutorial via videoconferencing from separate locations. Each participant group engaged in focus group interviews exploring their perceptions of the online SBL activity. Thematic network analysis of the focus group interview data was conducted. Overall interpretation of the data from the perspectives of students, clinical educators and simulated patients revealed an overarching global theme that online SBL offers a positive, comfortable and comparable experience to enable students to build client-centred, clinical and telepractice skills. The positive outcomes of this study suggest that together with in-person clinical experiences, online SBL has an important role in the education of speech pathology students.

How Does Simulation Contribute to Prospective Mathematics Teachers’ Learning Experiences and Results?

In this research, the aim was to evaluate a simulation-based learning environment in the context of conditional probability. The study group consisted of 44 prospective mathematics teachers of the Probability and Statistics Teaching course. The data were collected through three probability problems, a survey form for the simulation-based learning environment, and observations. The research was conducted within the scope of the Probability and Statistics Teaching course. In the lessons, conducted in a simulation-based learning environment with distance education, the prospective teachers were asked to solve the questions asked and send the solutions using smartphones. The different ways of thinking that emerged are put forward by the researcher. Then, simulations developed by the researcher were used for the problems, and the prospective teachers were asked to make observations and take notes on important issues. In the last stage, there was a class discussion about the related problems. After the simulation-based learning activities, the prospective teachers were asked to evaluate the learning environment. The data obtained were evaluated qualitatively, and the prospective teachers’ ways of thinking about problems, changing thoughts with the use of simulations, and their views on the learning environment are presented as direct quotations. The research findings revealed that the designed learning environment offers unique opportunities for prospective teachers to think about situations with mathematics content and to experience different methods of teaching and learning mathematics. The learning environment provided prospective teachers with the opportunity to understand and evaluate the contribution of simulations to problem-solving and the opportunities they provide for discussion, reflection, and collaboration in a meaningful context. It was concluded that simulations could become a powerful tool and an effective learning environment for learners.

Demonstrating LGBTQ+ Affirmative Practice in Groups:: Developing Competence through Simulation-Based Learning

Lesbian, gay, bisexual, transgender, queer, and other sexual and/or gender minority (LGBTQ+) populations experience significant mental and behavioral health disparities. Social workers are uniquely positioned to address these vulnerabilities. However, clinical graduate education has not effectively promoted or taught competent practice with LGBTQ+ populations. This qualitative study details the foundational competencies required for affirmative practice in group therapy with LGBTQ+ populations and describes a simulation-based learning activity designed to develop these competencies in graduate students. The following themes were identified as critical to affirmative practice, as identified through student reflections on their simulation-based learning experiences: deeply engaging in a strengths-based stance, keeping the group in group therapy, avoiding the expert trap, and managing identity assumptions. Implications for clinical social work education and practice are discussed.

Inclusive pedagogy in online simulation-based learning in undergraduate nursing education: A scoping review protocol.

Background: Education is recognised as a constitutional right, however, access to and participation in higher education can be challenging for some students. This has led to the development of various international and local initiatives promoting inclusion, which has increased student representation from marginalised groups. In order to support growing student diversity, teaching and learning (T&L) strategies must encompass inclusive pedagogical principles. Technological advancements have improved opportunities for online T&L strategies and these are becoming an integral component of curricula in undergraduate nursing programmes. Online simulation-based learning (SBL) has gathered momentum in nursing education over the past twenty years. However, it is unclear from the evidence-base how inclusive this educational approach is, and how it can best support the growing diversity among nursing students. This paper outlines the protocol for a scoping review that aims to systematically and comprehensively map the available published and unpublished literature on inclusive pedagogy in online SBL in undergraduate nursing education. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-analyses Extension for systematic review protocols (PRISMA-P) guided this protocol. Arksey and O'Malley (2005) six-stage methodology framework, the Joanna Briggs Institute (JBI) guidelines (Peters et al., 2020) and the PRISMA extension for scoping reviews (PRISMA-ScR) will guide the proposed scoping review (Tricco et al., 2018). Conclusion: It is envisaged that this scoping review will give a broad overview of the evidence for inclusive pedagogy in online SBL at this point. The findings of this review will be used to inform future policy and the pedagogical and technological design of online SBL activities and assist nurse educators to meet the current requirement of inclusive practice.

Evaluating the role of simulation-based experiential learning in improving satisfaction of finance students

This study evaluates the impact of implementing a simulation-based experiential learning method on student satisfaction. We develop a simulation-based experiential learning activity and use it in teaching a postgraduate finance course to engage students in the learning process and enable them to develop deeper understanding of the finance theories, models and concepts covered in the course. We then use a survey to collect data from students and use a Structural Equations Modelling technique to test our research hypotheses. Our results show that the simulation-based experiential learning activity can provide students with a hands-on experience of the real-world practice of finance. This helps students to engage in the learning process and become active learners who utilize deep learning strategies. Consequently, learners become more satisfied with their learning experience.

Telesimulation to Improve Critical Decision-Making in Prehospital Airway Management: A Feasibility Study.

Telesimulation, in which learners and evaluators use technology to connect remotely to simulation-based learning activities, is effective for skills and decision-making review. Historical models in which learners are colocated with the simulation equipment have inherent issues, especially for emergency medical services (EMS) providers. This feasibility study placed the evaluators in the simulation center, whereas the learners were at a distance steering the scenario evolution through telehealth technologies. Volunteer EMS providers across South Carolina with varying levels of training and experience completed difficult airway management scenarios focused on clinical decision making. The program consisted of pre- and postexperience examinations, a lecture, and increasingly complicated simulations using high-fidelity mannequins that were facilitated by local trainers under the direction of remote trainees. Audio and video content, including vital signs and cardiac monitoring, were live streamed. Participants worked in two-person teams with lead providers on each scenario clinically assessing and managing cases of anaphylaxis. Data were collected from the simulations using Laerdal software, as well as examination and survey results. A total of 24 participants completed all of the elements of the training. Trends toward improvement in times to bag-mask ventilation and initial epinephrine administration were noted. Average cognitive test scores increased by 9.6%, and learners reported improved comfort with simulation (75%, P ≥ 0.0001) and videoconferencing (83%, P ≥ 0.0001). They also reported high degrees of comfort with intubation (73.3%) following the training. This method of telesimulation appears to be a viable addition to continuing EMS education and may address access issues for some providers.

Why an IPE Team Matters… Improvement in Identification of Hospital Hazards: A Room of Horrors Pilot Study.

PurposeTo evaluate student performance in a simulation-based interprofessional learning activity that focused on identifying patient safety hazards in a simulated patient’s hospital room.Participants and MethodsStudents from nursing, occupational therapy, physiotherapy, radiography, social education, social work, biomedical laboratory science, dental hygiene, and medicine participated in this two-phased study. In the first phase, students worked alone to identify safety hazards. In the second phase, students worked in interprofessional teams. Following each phase, students completed a structured questionnaire to report their findings. In addition, following the first phase, each student wrote down the hazards they identified in an unstructured essay format.ResultsOut of 48 intended hazards, individual students identified 10.7% on the open essay and 42.6% on the questionnaire, and interprofessional teams identified 90.1%.ConclusionThe number of hospital hazards identified increased considerably when working in interprofessional teams. A room of horrors exercise expands participants’ observational skills. With some modifications, this pilot study can be implemented on a wider scale with the goal of increasing interprofessional students’ awareness of hospital hazards.