Palaganas Janice C, Brunette Veronique, Winslow Betty
From the Harvard Medical School; Department of Anesthesia, Critical Care and Pain Medicine, Massachusetts General Hospital, Boston, MA; Center for Medical Simulation, Boston, MA (J.C.P.); University of Montreal, School of Medicine, Center for Medical Simulation, and Massachusetts General Hospital Department of Anesthesia, Critical Care and Pain Medicine (V.B.); and School of Nursing, Loma Linda University, Loma Linda, CA (B.W.).
Simul Healthc. 2016 Dec;11(6):404-418. doi: 10.1097/SIH.0000000000000175.
This review explores the state of prelicensure interprofessional education (IPE) using simulation-based education (SBE) by examining studies that use SBE for prelicensure IPE through a critical review of the research literature. We focus particularly on studies that included experiential SBE with reported measures and formal IPE with prelicensure participants from at least 2 health care professions. Fifty-four studies met criteria. We explore these studies, providing a compilation of information (e.g., educational, simulation, and research methods used; outcome measures reported; and demographics of learner groups), identifying themes that may affect learning, as well as surfacing challenges and gaps in the field. The quality and rigor of the existing literature is inadequate to confidently determine factors that affect learning through simulation-enhanced IPE. We suggest that more rigorous research criteria be included in future studies and a list of reporting items be provided, where future publications can enhance knowledge to guide best practice in simulation-enhanced IPE.
本综述通过对研究文献的批判性回顾，审视利用基于模拟的教育（SBE）开展执照前跨专业教育（IPE）的研究，从而探究执照前跨专业教育的现状。我们特别关注那些纳入了有报告测量指标的体验式SBE以及来自至少两个医疗保健专业的执照前参与者的正式IPE的研究。54项研究符合标准。我们对这些研究进行了探究，汇总了相关信息（例如所采用的教育、模拟和研究方法；报告的结果测量指标；以及学习者群体的人口统计学特征），确定了可能影响学习的主题，并揭示了该领域的挑战和差距。现有文献的质量和严谨性不足以确定通过模拟强化IPE影响学习的因素。我们建议未来的研究纳入更严格的研究标准，并提供一份报告项目清单，以便未来的出版物能够增进知识，指导模拟强化IPE的最佳实践。
