Joyce Brona, Carr Davina, Smart Alison, Armour Dakota, Gormley Gerard J
Centre for Biomedical Sciences Education, School of Medicine, Dentistry and Biomedical Sciences, Queen's University Belfast, Belfast, Northern Ireland.
Centre for Medical Education, School of Medicine, Dentistry and Biomedical Sciences, Queen's University Belfast, Belfast, Northern Ireland.
Adv Simul (Lond). 2025 Apr 29;10(1):24. doi: 10.1186/s41077-025-00351-5.
Given the increasing complexity of contemporary clinical practice, there has never been a more important time to provide interprofessional educational (IPE) activities across the learning continuum to develop collaborative practice. From the outset of health professional training, it is crucial that students not only develop their own professional skills but also gain an awareness of the capabilities of other healthcare professionals and how best to work collaboratively. Despite simulation being a common teaching modality in many undergraduate curricula, little is known about the range of interprofessional activities within these settings. Therefore, this study aims to address the following research question: What is known about undergraduate in-person (IP) simulation-based education (SBE)?
We conducted a scoping literature review, adhering to the PRISMA-ScR extension guidelines, and used the Arksey and O'Malley framework. Our search covered three electronic databases: Web of Science (WOS), MEDLINE, and Embase. We utilised Covidence systematic review software to assist in screening articles. To support data charting, we developed a data extraction tool and employed both qualitative and quantitative techniques through numerical and thematic analysis to ensure a comprehensive representation of our data.
A total of 97 studies were included, with most publications originating from the USA, UK, and Australia. Two main themes emerged regarding the impact of IP SBE at an individual level: confidence and role identification. Several themes related to the impact on teams included knowledge of other professional roles/values, communication, and teamwork. The studies identified various barriers and enablers to simulation, particularly logistical barriers and financial challenges associated with complex technologically enabled simulation. Faculty collaboration and resources were reported as primary enablers in facilitating the delivery of simulation activities.
The impact of IP-SBE on learners and interprofessional teams is predominantly positive, with reported benefits including increased confidence, enhanced role identification, and improved communication and teamwork skills. However, challenges such as logistical barriers and resource constraints highlight the need for collaborative faculty efforts and adequate infrastructure to support IP-SBE implementation. Despite the growing interest in IP-SBE, there remains a notable lack of standardised reporting on simulation design and debriefing processes in both teaching practice and research.
鉴于当代临床实践日益复杂，在整个学习过程中开展跨专业教育（IPE）活动以培养协作实践，从未像现在这样重要。从卫生专业培训开始，学生不仅要培养自己的专业技能，还要了解其他医疗保健专业人员的能力以及如何最好地进行协作，这一点至关重要。尽管模拟是许多本科课程中常见的教学方式，但对于这些环境中跨专业活动的范围了解甚少。因此，本研究旨在解决以下研究问题：关于本科面对面（IP）模拟-based教育（SBE），我们了解什么？
我们遵循PRISMA-ScR扩展指南进行了一项范围综述，并使用了Arksey和O'Malley框架。我们的搜索涵盖了三个电子数据库：科学网（WOS）、MEDLINE和Embase。我们利用Covidence系统综述软件协助筛选文章。为了支持数据图表制作，我们开发了一个数据提取工具，并通过数值和主题分析采用定性和定量技术，以确保全面呈现我们的数据。
共纳入97项研究，大多数出版物来自美国、英国和澳大利亚。关于IP SBE在个体层面的影响出现了两个主要主题：信心和角色认同。与对团队的影响相关的几个主题包括对其他专业角色/价值观的了解、沟通和团队合作。研究确定了模拟的各种障碍和促进因素，特别是与复杂技术支持的模拟相关的后勤障碍和财务挑战。据报道，教师合作和资源是促进模拟活动开展的主要促进因素。
IP-SBE对学习者和跨专业团队的影响主要是积极的，报告的好处包括信心增强、角色认同增强以及沟通和团队合作技能提高。然而，后勤障碍和资源限制等挑战凸显了教师协作努力和足够基础设施以支持IP-SBE实施的必要性。尽管对IP-SBE的兴趣日益浓厚，但在教学实践和研究中，模拟设计和总结过程仍明显缺乏标准化报告。
