"Challenges in the implementation of inter-professional education programs with clinical simulation for health care students: A scoping review".

INTRODUCTION

Interprofessional education in health professions was developed to address the challenges of teamwork in health-related issues as realistically as possible. Based on the available evidence, a comprehensive perspective is necessary to learn from experience.

OBJECTIVE

To examine the challenges associated with the implementation of interprofessional education based on clinical simulation for students in health science programs.

METHODOLOGY

A scoping review was conducted following the Joanna Briggs Institute methodology guidelines, with results reported using the PRISMA-ScR guidelines, between September and November 2023. Databases such as PUBMED, ScienceDirect, Scopus, and Research Rabbit were consulted, using the keywords: "Interprofessional Education by Simulation," "Clinical Simulation in Interprofessional Education," and "Interprofessional Simulation and Implementation." Articles with qualitative, quantitative, and mixed methods approaches of any design that described the implementation of interprofessional education based on clinical simulation in health science programs were included. The time frame spanned from 2015 to 2023, and articles were selected in English, Spanish, French, or Portuguese.

RESULTS

A total of 409 articles were retrieved; after removing duplicates and applying inclusion criteria with critical reading, 23 studies were included: 10 with a quantitative approach, 11 with a qualitative approach, and 2 with a mixed methods approach. Four key challenges in the implementation of SIM-IPE were highlighted. These challenges included logistical aspects, the importance of faculty training, issues with understanding the roles of other health disciplines, and obstacles in program coordination. Achieving successful implementation involved efficiently managing resources, overcoming curricular and technical obstacles, preparing for interprofessional reflection sessions, and addressing logistical and planning challenges through collaboration between academic programs.

CONCLUSIONS

Four fundamental challenges were identified and analyzed, with a particular focus on logistical aspects, faculty training, interprofessional understanding, and program coordination.