Table 1 Simulation-based Interprofessional Education Activities from 2016–2020 with a Focus on Interprofessional Communication with Undergraduate Medical Learners
Author and Year of publicationa | Article Title | Description of activity | Participant type, professions representedb |
|---|---|---|---|
Reising et al 2017 [46] | Team Communication Influence on Procedure Performance: Findings from Interprofessional Simulations with Nursing and Medical Students | Teams of students took part in a range of interprofessional activities including team trainings, standardized patient interactions, and direct practice during a longitudinal study | Medicine Nursing (undergraduate) |
Oxelmark et al 2017 [47] | Students’ Understanding of Teamwork and Professional Roles after Interprofessional Simulation—A Qualitative Analysis | Students participated in a one-day training to strengthen the competencies needed for collaborative management of emergency situations | Medicine Nursing (undergraduate) |
Partecke et al 2016 [48] | Interprofessional Learning – Development and Implementation of Joint Medical Emergency Team Trainings for Medical and Nursing Students at Universitätsmedizin Greifswald | Students participated in a two-day simulation-based course module in clinical emergency medicine | Medicine Nursing (undergraduate) |
Horsley et al 2016 [49] | Developing a Foundation for Interprofessional Education Within Nursing and Medical Curricula | Students completed TeamSTEPPS education prior to participating in two simulation interprofessional education activities. After the first activity, students were debriefed and TeamSTEPPS principles were reinforced prior to the second simulation activity. Pre and posttest evaluations were performed | Medicine Nursing (undergraduate) |
Jakobsen et al 2018 [50] | Examining Participant Perceptions of an Interprofessional Simulation-based Trauma Team Training for Medical and Nursing Students | Students participated in four simulation activities alternating with interactive lecture sessions. Debrief sessions followed the activities and a questionnaire was developed based on student learning outcomes in two phases. Data was also collected from faculty facilitators in the third phase | Medicine Nursing (graduate—unspecified) |
Sincak et al 2017 [51] | Transformation of an Online Multidisciplinary Course into a Live Interprofessional Experience | Students were placed in interprofessional groups, meeting weekly for ten weeks in a required course. Students participated in didactic lectures, discussion sessions, and a standardized patient encounter. The objectives were to learn about the roles and responsibilities of each profession, teamwork, and how to improve collaboration and team-based communication skills | Dentistry (unspecified) Medicine Occupational Therapy Pharmacy Physical Therapy Physician Assistant Psychology (unspecified) Speech-Language Pathology |
Reed et al 2017 [52] | Simulation Using TeamSTEPPS to Promote Interprofessional Education and Collaborative Practice | The TeamSTEPPS curriculum was used as the foundation of an educational intervention for students along with simulated learning activities. The intervention focused on what type of training and how succinct training should be for effective influence on students’ knowledge, self-efficacy, and overall team performance | Medicine Nursing (undergraduate) |
Sehgal et al 2019 [53] | First Do No ‘Pharm’: Educating Medical and Pharmacy Students on the Essentials of Medication Management | Students participated in a multi-part interprofessional education session on medication management involving a pillbox exercise and a medication reconciliation exercise | Medicine Pharmacy |
Andersen et al 2018 [54] | Interprofessional Simulation: Developing Teamwork Using a Two-Tiered Debriefing Approach | The TeamSTEPPS Team Performance Observation Tool was used to guide this activity. Authors observed, surveyed, and interviewed participants to evaluate the impact of a two-tiered debrief approach on medical, physiotherapy, and nursing students learning interprofessional communication and teamwork | Medicine Nursing (undergraduate) Physical Therapy |
Shrader et al 2016 [55] | Using Communication Technology to Enhance Interprofessional Education Simulations | Students participated as part of a required capstone course. Students were randomly assigned to one of three interprofessional education simulations with other health professional students using communication methods such as telephone, e-mail, and video conferencing | Dietetics and Nutrition Medicine Nursing (undergraduate) Nursing (DNP) Occupational Therapy Pharmacy |
Ragucci et al 2016 [56] | Evaluation of Interprofessional Team Disclosure of a Medical Error to a Simulated Patient | Students participated in simulated interprofessional rounding experiences and completed a workshop to improve their confidence and proficiency in disclosing medical errors to patients | Medicine Nursing (undergraduate) Pharmacy Physician Assistant |
Kusnoor et al 2019 [57] | An Interprofessional Standardized Patient Case for Improving Collaboration, Shared Accountability, and Respect in Team-Based Family Discussions | Students worked in teams to disclose a medical error to a standardized patient | Medicine Nursing (undergraduate) Pharmacy |
Carpenter et al 2018 [58] | Interprofessional Collaborative Practice: Use of Simulated Clinical Experiences in Medical Education | Students participated in a clinical scenario with mannikins presenting with common conditions. Student teams took a history, performed an examination, and reported findings to the patient and attending physician | Medicine Nursing (undergraduate) |
Wen et al 2019 [59] | An Interprofessional Team Simulation Exercise About a Complex Geriatric Patient | Students collaborated in a simulation to develop a discharge plan for a patient and discuss the plan with the patient's family in a family meeting. A retrospective pre/post survey was performed and qualitative and quantitative analyses were performed | Medicine Nursing (undergraduate) Pharmacy Public Health Social Work |
Liaw et al 2020 [60] | “Getting Everyone on the Same Page”: Interprofessional Team Training to Develop Shared Mental Models on Interprofessional Rounds | Students participated in simulations involving a patient showing symptoms of sepsis and/or septic shock. Participants were randomized to either participate in a live simulation or in a virtual reality simulation using avatars | Medicine Nursing (undergraduate) |
Brashers et al 2016 [61] | Measuring the Impact of Clinically Relevant Interprofessional Education on Undergraduate Medical and Nursing Student Competencies: A Longitudinal Mixed Methods Approach | Students participated in varying numbers of interprofessional workshops based on rapid response, end-of-life, chronic pediatric illness, and transitions of care for the cognitively impaired during a longitudinal study | Medicine Nursing (undergraduate) |
King et al 2021 [62] | Use of an Academic Electronic Health Record with an Interprofessional Simulation for Advanced Practice Nursing Students | Interprofessional team rounds on two acutely ill standardized patients in a simulated ward, with teams either led by an advanced practice graduate nursing student or a medical student. An academic electronic health record was used to increase the complexity and realism of the simulation | Medicine Nursing (APRN) Occupational Therapy Pharmacy Physical Therapy Respiratory Therapy Speech Therapy Nutrition Services Social Work |
Haber et al 2017 [63] | The Impact of Oral-Systemic Health on Advancing Interprofessional Education Outcomes | Students participated in an interprofessional clinical simulation and case study experience on the topic of oral-systemic health | Dentistry (DDS) Medicine Midwifery Nursing (graduate) |
Karpa et al 2019 [64] | Geriatric Assessment in a Primary Care Environment: A Standardized Patient Case Activity for Interprofessional Students | An interprofessional simulation using standardized patients with a focus on geriatric assessment was developed and implemented for health professional students. Interprofessional communication was one of three dedicated educational objectives | Dental hygiene Dietetics and Nutrition Medicine Nursing (undergraduate) Occupational Therapy Pharmacy Physical Therapy |
Lau et al 2019 [65] | Interprofessional Simulation-Based Advanced Cardiac Life Support Training: Video-Based Observational Study | Students completed a simulation-based training in Advanced Cardiac Life Support. Video recordings of the student teams were rated using the Clinical Teamwork and Communication and Teamwork Skills Assessment scales | Medicine Nursing (undergraduate) |
Anderson et al 2019 [32] | Taking a Closer Look at Undergraduate Acute Care Interprofessional Simulations: Lessons Learnt | Medical, nursing, pharmacy, and operating department practitioners at the end of their respective educational programs were placed in teams to complete four high-fidelity interprofessional scenarios. Teams completed a pre-brief before the simulations, and a structured debrief after | Medicine Nursing (unspecified) Operating Department Practitioner Pharmacy |