Dynamic and routine interprofessional simulations: expanding the use of simulation to enhance interprofessional competencies.

The purpose of this study was to develop, deliver, and assess relevant interprofessional (IP) simulation experiences for prelicensure students from multiple disciplines in certificate, diploma, and degree programs. Seventy-eight students from four post-secondary institutions participated in either a high-fidelity mannequin postoperative simulation experience (dynamic simulation) or a standardized patient homecare simulation experience (routine simulation). The University of West England Questionnaire was used pre- and post-simulation experience to determine the change in communication and teamwork.

An inter-institutional collaboration: transforming education through interprofessional simulations.

An inter-institutional partnership of four post-secondary institutions and a health provider formed a learning community with the goal of developing, implementing and evaluating interprofessional learning experiences in simulation-based environments. The organization, education and educational research activities of the learning community align with the institutional and instructional reforms recommended by the Lancet Commission on Health Professional Education for the 21st century. This article provides an overview of the inter-institutional collaboration, including the interprofessional simulation learning experiences, instructor development activities and preliminary results from the evaluation.

Interprofessional learning objectives for health team simulations.

Interprofessional health team simulations are often developed using learning objectives that relate to competency statements. Educators then assume these learning objectives are relevant to students participating in the simulation. However, evaluating the link between learning objectives and outcomes is often difficult in authentic simulation environments with multiple human factors.