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Abstract

Introduction: Simulation is commonly used to address interprofessional learning within healthcare programs to develop practice-ready clinicians. However, barriers such as scheduling, and discrepancy of learners’ knowledge and attitudes often pose challenges for educators to implement student-student (S-S) simulation-based interprofessional education (IPE). This study explored student perceptions about a novel simulation-based IPE mode in which students were paired with professionals from other disciplines.

Methods: The qualitative study explored 14 Doctor of Physical Therapy (DPT) students’ perceptions about a simulated-learning activity with professionals from other disciplines. One-on-one semi-structured interviews with students from two private universities were analyzed using a constant comparative method to determine essential themes.

Results: Four main themes emerged from the student experiences: (1) guiding students in professional communication, (2) fostering interprofessional collaboration through a trusted experience, (3) realistic simulation to prepare for future clinical application, and (4) students value professional expertise in a simulated learning experience.

Discussion: Students expressed positive perceptions about student-professional (S-Pr) simulation-based IPE. Student-professional simulation-based IPE may provide new opportunities that advance learning outcomes and increase engagement while minimizing barriers of other modes of IPE. Comparison between S-S and S-Pr modes is needed to determine efficacy and best practices.

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