A scoping review was conducted to characterise how Sim-IPE in surgery is practised and researched and described a rich variety of Sim-IPE scenarios, including multiple professions, disciplines, training levels, simulation modalities and settings, facilitating training in a broad range of skills reflective of the complexity of modern surgical care.
Abstract
Simulation-enhanced interprofessional education (Sim-IPE) has been successfully used in various health professions and shown to improve communication and teamwork. Surgery, where preventable serious adverse outcomes are often attributed to issues with communication and teamwork, represents a compelling context for Sim-IPE. However, implementing Sim-IPE in surgery requires investment in faculty development, equipment and facilities while incurring the cost of reduced staff availability and theatre productivity during simulation activity. We conducted a scoping review to characterise how Sim-IPE in surgery is practised and researched.
This scoping review followed the methodological framework described by Arksey and O’Malley. Reporting followed the PRISMA-ScR checklist. Electronic databases (Medline, EMBASE, Web of Science, PsycINFO and ERIC) were searched for records pertaining to Sim-IPE in surgery published after 1st January 2000 and in English.
The final analysis included 81 articles. Simulation scenarios showed a rich variety of combinations of professions, disciplines, training levels and settings. While most scenarios used manikins (
N
= 54, 75%), other modalities included simulated participants, cadavers, task trainers, computers, laparoscopic simulators, role play and animal models with many scenarios using multiple modalities (
N
= 20, 27.8%). Of studies reporting on evaluation outcome, almost half (
N
= 32, 47.1%) were limited to participants’ views of their learning experience and satisfaction with the program. Few studies reported using educational theory to inform Sim-IPE design and even fewer used theoretical frameworks in the research design. Facilitators for implementing Sim-IPE in surgery included a skilled faculty, institutional support and evidence of benefit. Barriers included lack of protected training time, restricted access to facilities and unreliable ongoing funding.
Studies described a rich variety of Sim-IPE scenarios, including multiple professions, disciplines, training levels, simulation modalities and settings, facilitating training in a broad range of skills reflective of the complexity of modern surgical care. While barriers such as time, funding, and cultural resistance to simulation are commonly reported in the simulation-based education literature, these issues may be amplified in surgery due to surgical service pressures and traditional hierarchies (e.g. surgeon as “captain of the ship”). Overcoming these barriers will likely require structural (policy, funding, scheduling) and cultural (leadership, team identity) change.
A scoping review aims to identify shortcomings in theoretical and empirical modeling of nursing students’ interprofessional collaboration competence (ICC), informing the development of more effective educational interventions for the ICC of nursing students, and others.
Aldin Striković, Eveline Wittmann, Johannes Krell et al.· MethodsX· 0 citations
BACKGROUND
Medical errors are a global concern and can compromise patient safety, with up to 80% of these errors directly linked to non-technical skills (NTS) failures. Traditional simulation using mannikins is resource-intensive, and virtual reality simulation (VR) has the potential to offer comparable outcomes with enhanced consistency and lowered resource requirements, but the effectiveness of VR to teach and enhance NTS has been underexplored.
AIM
This scoping review explores the existing literature on VR simulation as a method for teaching NTS in nursing to evaluate whether VR simulation yields positive learning outcomes, particularly in comparison to traditional training methods such as mannikin-based simulation.
METHOD
The Joanna Briggs Institute (JBI) and the Preferred Reporting Items for Scoping Reviews (PRISMA-ScR) guidelines were utilised. Included studies were written in English and published between 2005 and 2025, leveraging either mixed methods, qualitative or quantitative studies and retrieved from EMBASE, CINAHL, PUBMED, and MEDLINE OVID. The search terms, including nurs*, virtual reality and non-technical skills, were developed using the PCC mnemonic: Population, Concept and Context.
RESULTS
A total of 2787 articles were originally identified. The final selection of 11 articles met the inclusion criteria. The main NTS element measured was communication. No articles explored all elements of NTS, and limited studies measured confidence in performing NTS. Only two articles compared the acquisition of NTS learning within traditional simulation and VR, with neither affirming a preferred training modality.
CONCLUSION
From the 11 studies reviewed regarding simulation practice as a method for teaching NTS in nursing, there is a large focus on communication related outcomes. However, there remains a significant gap in the literature supporting the use and application of VR, specifically for training NTS. Whilst it is clear, further research is needed to determine the efficacy of VR in relation to NTS performance and related confidence, it is evident that there is a need to explore whether this simulation modality has great potential for NTS education delivery. What is known is VR is cost-effective, accessible and has good usability.
Katie Janz, K. Clark-Burg, Khaya Morris-Binelli et al.· Nurse Education Today· 0 citations
Observational insights contributed to refining educational practices and advancing interprofessional education initiatives while preparing OT students for their transition from campus to community.
Elizabeth W. Crampsey, Shelley Cohen Konrad, Debra Ford· Open Journal of Occupational...· 0 citations
It is demonstrated that a single, well-designed interprofessional simulation session can yield meaningful educational benefits, with potential downstream benefits for patient safety in critical-care environments.
Niall Brown, Samuel Wilson, Mathieu Figeys et al.· Health Education in Practice...· 0 citations
BACKGROUND
Interprofessional education (IPE) is essential for preparing health sciences students for collaborative practice, yet its implementation remains constrained by geographical dispersion, scheduling conflicts, and variability across clinical placements. Advances in virtual simulation technologies including high-fidelity virtual environments and artificial intelligence (AI)-enabled analytics might offer new solutions to address these structural barriers. This study aimed to explore students' experiences of virtual simulation as a strategy to overcome siloed teaching and support the development of interprofessional competencies within health sciences education.
METHODS
A qualitative, descriptive, exploratory, and contextual design was employed. Between January and June 2024, four online semi-structured focus group interviews were conducted via Microsoft Teams with 29 purposively sampled senior undergraduate students from five health science disciplines. An independent external qualitative researcher facilitated the interviews using a central open-ended question and targeted probes aligned with the study objectives. Sessions were audio-recorded, transcribed verbatim, and analysed using the Matrix Building Framework described by Miles, Huberman, and Saldaña. Trustworthiness was ensured through methodological triangulation, peer debriefing, independent coding, and an audit trail consistent with Lincoln and Guba's criteria.
RESULTS
Analysis yielded two overarching themes with four subthemes. At a system level, virtual simulation ensured accessible and equitable, interprofessional collaboration by reducing geographical and scheduling barriers, standardising learning experiences, and improving administrative efficiency through central scheduling. At a learner level, virtual simulation supported personalised role development, psychological safety, and professional confidence through adaptive scenario design, intentional leadership role allocation, and behaviour-anchored feedback. Participants reported that AI-supported analytics enhanced debriefing quality and enabled focused reflection on communication and teamwork behaviours.
CONCLUSIONS
Virtual simulation acts as an infrastructure supporting two complementary purposes for IPE, simultaneously addressing systemic access and equity challenges while supporting individual learner development. When aligned with adaptive pedagogy, psychologically safe facilitation, and validated assessment frameworks, virtual simulation for IPE can be equitable, authentic, and scalable. These findings have implications for curriculum design, faculty development, and institutional investment in sustainable virtual simulation platforms.
M. Molabe, Richard M. Rasesemola, Sidwell Matlala et al.· BMC Medical Education· 0 citations
A comprehensive overview of the IPC assessment tools used in primary health settings is provided, offering insights into the diversity of evaluation methods.
Ana Caroline Machado, Alessandra da Silva Kulkamp, Ana Paula Rocha et al.· The Clinical Teacher· 0 citations
