Aug 2026· Journal of Interprofessional Care· pp.
1-4
· 0 citations· 6 references
Medicine
TL;DR
Sustained exposure to simulation-based IPE was associated with positive student-reported perceptions of interprofessional learning in a minority-serving academic health context, and the importance of role clarification, structured pre-briefing, competency-aligned simulation objectives, and reflective debriefing to strengthen IPE outcomes is highlighted.
Abstract
Simulation-based interprofessional education is widely used to foster collaborative competencies among health professions students; however, evidence from underrepresented and minority-serving academic health settings remains limited. We conducted a retrospective program evaluation of simulation-based IPE implemented from 2014 to 2024 at a U.S.-based minority-serving academic health sciences institution, defined here as an institution with a historical mission to educate students underrepresented in medicine and other health professions and to serve diverse communities. Student-reported post-simulation surveys from medical, nursing, pharmacy, and physician assistant students were analyzed descriptively, with trend analyses over time. Open-ended reflections were reviewed thematically to contextualize quantitative findings. This evaluation was not designed as a prospective research trial or pre-post intervention study. The survey was locally developed for program evaluation and had not undergone formal psychometric testing; therefore, findings are interpreted as student-reported perceptions rather than validated measures of interprofessional competence. Data from 452 students demonstrated consistently favorable student-reported perceptions. Significant positive trends were observed for decision-making (p = .01), educational value (p = .04), and desire for more time with simulation scenarios (p = .03). Communication/teamwork (p = .10), appropriateness for educational level (p = .09), and perceived time value (p = .15) showed positive but non-significant trends. Qualitative themes highlighted enhanced interprofessional communication, increased confidence, and persistent challenges related to role clarity. Sustained exposure to simulation-based IPE was associated with positive student-reported perceptions of interprofessional learning in a minority-serving academic health context. Findings highlight the importance of role clarification, structured pre-briefing, competency-aligned simulation objectives, and reflective debriefing to strengthen IPE outcomes.
The findings revealed that participants had good knowledge, attitudes and practices regarding IPE, however, challenges such as limited exposure to other healthcare programmes, timetabling constraints and a lack of co-ordinated IPE activities should be addressed to inform future IPE practice.
M. Morule, Mhpe, S. Singh et al.· African Journal of Health Pr...· 0 citations
Background. Simulation-based education (SBE) has expanded in Philippine health professions programs, particularly among state universities and colleges (SUCs) supported by national and institutional capacity-building initiatives. Despite this growth, limited local evidence describes how Filipino students experience and learn through simulation across varying institutional contexts.
Objective. This study explored undergraduate dentistry, medicine, and nursing students’ experiences of SBE in SUCs and examined how simulation influenced their learning and professional development.
Methods. An exploratory-descriptive qualitative study was conducted in three SUCs representing academic programs in which SBE ranged from newly implemented to well integrated. Purposive sampling recruited students with substantive participation in simulation activities. Eight focus group discussions (n = 47) were conducted using a semistructured guide informed by Kolb’s Experiential Learning Theory. Data were analyzed through inductive qualitative content analysis within a constructivist approach, with paired coding, iterative comparison, and team consensus to generate themes. The Consolidated Criteria for Reporting Qualitative Research (COREQ) were followed in the writing of this paper.
Results. Across institutions, students described SBE as a structured, psychologically safe learning space that strengthened clinical reasoning, communication, teamwork, and reflective practice. Authenticity of scenarios, faculty facilitation, and structured debriefing were central to meaningful learning. Differences in institutional resources and program maturity influenced perceived realism and depth of engagement. Students highlighted simulation’s role in building confidence and bridging theory to practice within resource-variable contexts.
Conclusions. In Philippine SUCs, SBE supports experiential learning processes that enhance cognitive, affective, and collaborative competencies among undergraduate health professions students. Sustained institutional investment in faculty development, scenario design, and reflective debriefing is essential to ensure equitable and high-quality simulation implementation across diverse public higher education settings.
Jenniffer T. Paguio, PhD, RN, Aprille C. Banayat, MA (Nursing), RN, Aldin D. Gaspar, MSc, MHC, MN, RN et al.· Acta medica Philippina· 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
Results show positive effects on skill development and encouragement through an IPE intervention on patient safety in perinatal care, and obtained insights suggest the value of integrating IPE into health professionals’ curricula to initiate sustainable learning.
Katharina Averdunk, Nikoloz Gambashidze, A. Klein et al.· BMC Medical Education· 0 citations
Simulation-based education (SBE) is increasingly used in health-care training, offering nursing and midwifery students hands-on experiences in realistic controlled environments. This study examined the views of educators, clinical instructors, and final-year students in Malawi, where limited research on SBE exists. Using a descriptive qualitative approach, data were collected through interviews with 35 educators and clinical instructors and focus group discussions with 91 students from hospitals and academic institutions. The findings revealed that SBE enhanced comprehensive skill development, encouraged teamwork in multidisciplinary settings, and improved knowledge retention through repetition and reflection. Participants emphasized that SBE built students' self-confidence by allowing them to learn from mistakes in a safe space, thereby reducing clinical errors. Simulation-based education was seen as a cost-effective, practical tool that supported the development of both technical and nontechnical skills essential for health-care practices. This study underscores the significant role of SBE in preparing students for real-world clinical challenges and advocates for its broader adoption in nursing and midwifery curricula across Malawi to strengthen health-care education and service delivery.
M. Msiska, P. Mapulanga, A. Msosa et al.· Creative Nursing· 0 citations
Medical education in India is undergoing a transition with the introduction of Competency-Based Medical Education (CBME) by the National Medical Commission. CBME represents a shift toward outcome-oriented, learner-centered training that aims to produce competent Indian Medical Graduates (IMGs) through structured competencies, formative assessment, and continuous feedback. Despite its potential benefits, implementation across medical institutions has encountered several challenges. To explore medical faculty perceptions regarding CBME and to identify key challenges encountered during its implementation. A qualitative study was conducted over two months (June–July 2024) among first-phase faculty members involved in implementing the CBME curriculum at a medical college. In-depth interviews were conducted with 12 faculty members after obtaining informed consent. Data were analyzed using thematic analysis of open-ended interviews. Faculty perceived CBME as a positive reform that enhances skill development, encourages learner-centered teaching, and improves students' early clinical exposure and clinical preparedness. However, significant challenges were identified, including inadequate faculty strength, insufficient training, limited infrastructure and logistical support, time constraints due to fixed schedules, and a lack of uniformity in assessment and implementation across institutions. Although faculty perceptions toward CBME were largely positive, its successful implementation requires focused faculty development, adequate human and infrastructural resources, structured student orientation, and standardized implementation strategies across medical colleges.
Ginni Agrawal, Satpinder Jit Mohan, P. Jain et al.· Journal of Community Medicin...· 0 citations