Simulation interprofessional education in health professions education: a scoping review protocol

Lemke, Kelly C.; Velásquez, Sadie Trammell; Bland, Leticia; Lopez, Emme; Ajtai, Rebecca; Ford, Lark A.; Amezaga, Braulio; Cleveland, James; Ferguson, Diane; Richardson, W. Scott; Saenz, Daniel; Zorek, Joseph A.

doi:10.11124/jbies-20-00487

Cited by 1 publication

(2 citation statements)

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“…A complete description of our scoping review protocol, conducted in accordance with JBI guidelines for scoping reviews (i.e., PRISMA-ScR), has been previously published [ 42 ]. In summary, we searched PubMed directly and used the EBSCO platform to search CINAHL Plus and ERIC databases with results limited to the year 2016.…”

Section: Methodsmentioning

confidence: 99%

“…In total, 165 peer-reviewed articles met inclusion criteria, and a 31-item data extraction tool linked to our four research questions was applied. The complete data extraction tool has been previously published with the protocol; examples of data extracted included types of learners (by profession), settings, IPEC competencies targeted, learning outcomes, and reported assessment/evaluation strategies [ 42 ]. Data extraction was completed by an individual team member.…”

Section: Methodsmentioning

confidence: 99%

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Interprofessional communication in medical simulation: findings from a scoping review and implications for academic medicine

et al. 2022

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Background Interprofessional communication is fundamental to the delivery of healthcare and can be taught in medical school and other health professional schools through interprofessional education (IPE) activities. Simulation centers have become a predominant location for simulation IPE activities with infrastructure able to support high fidelity activities in a controlled environment. In this secondary analysis of a scoping review conducted on simulation-based IPE, we describe the characteristics of previously reported simulation IPE activities involving undergraduate medical students in a simulation center focused on interprofessional communication. Methods Electronic searches of PubMed, CINAHL, and ERIC databases in accordance with PRISMA-ScR guidelines were conducted to isolate relevant articles from 2016–2020. In total, 165 peer-reviewed articles met inclusion criteria and data extraction linked to four research questions was applied by one individual and the accuracy was confirmed by a second individual. A secondary analysis was performed to describe what existing approaches for simulation IPE in simulation center settings have been used to explicitly achieve interprofessional communication competencies in undergraduate medical education. A sub-dataset was developed from the original scoping review and identified 21 studies describing simulation IPE activities that took place in dedicated simulation centers, targeted the IPEC interprofessional communication domain, and involved undergraduate medical students. Results Though diverse, the majority of simulation IPE activities described high-fidelity approaches involving standardized patients and utilized assessment tools with established validity evidence in IPE activities to measure learning outcomes. A minority of simulation IPE activities were described as hybrid and utilized more than one resource or equipment for the activity and only two were longitudinal in nature. Learning outcomes were focused predominantly on modification of attitudes/perceptions and few targeted higher levels of assessment. Conclusions Educators charged with developing simulation IPE activities for medical students focused on interprofessional communication should incorporate assessment tools that have validity evidence from similar activities, target higher level learning outcomes, and leverage hybrid models to develop longitudinal simulation IPE activities. Though an ideal environment to achieve higher level learning outcomes, simulation centers are not required for meaningful simulation IPE activities.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%