Joe R. and Teresa Lozano Long School of Medicine, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA.
South Texas Veterans Health Care System, Medicine Service, San Antonio, TX, USA.
BMC Med Educ. 2022 Mar 26;22(1):204. doi: 10.1186/s12909-022-03226-9.
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.
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.
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.
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.
跨专业沟通是医疗服务的基础，可以通过医学生和其他健康专业学校的跨专业教育（IPE）活动来教授。模拟中心已成为模拟 IPE 活动的主要场所，其基础设施能够在受控环境中支持高保真度活动。在对基于模拟的 IPE 进行的范围审查的二次分析中，我们描述了之前在模拟中心进行的涉及本科医学生的模拟 IPE 活动的特征，这些活动侧重于跨专业沟通。
根据 PRISMA-ScR 指南，对 PubMed、CINAHL 和 ERIC 数据库进行电子检索，以从 2016 年至 2020 年的相关文章中分离出相关文章。共有 165 篇同行评议文章符合纳入标准，并由一个人进行了与四个研究问题相关的数据提取，准确性由第二个人确认。进行了二次分析，以描述模拟中心环境中现有的模拟 IPE 方法如何被用于在本科医学教育中明确实现跨专业沟通能力。从原始范围审查中开发了一个子数据集，其中包括 21 项研究，这些研究描述了在专门的模拟中心进行的模拟 IPE 活动，这些活动针对 IPEC 跨专业沟通领域，并涉及本科医学生。
尽管方法多种多样，但大多数模拟 IPE 活动都描述了涉及标准化患者的高保真方法，并利用了在 IPE 活动中具有既定有效性证据的评估工具来衡量学习成果。少数模拟 IPE 活动被描述为混合方法，并且为活动使用了一种以上的资源或设备，只有两项是纵向的。学习成果主要集中在态度/观念的改变上，很少针对更高水平的评估。
负责为医学生开发以跨专业沟通为重点的模拟 IPE 活动的教育工作者应采用具有类似活动有效性证据的评估工具，针对更高水平的学习成果，并利用混合模型来开发纵向模拟 IPE 活动。尽管模拟中心是实现更高水平学习成果的理想环境，但并非开展有意义的模拟 IPE 活动的必要条件。
