Comparison of learning outcomes of interprofessional education simulation with traditional single-profession education simulation: a mixed-methods study
Abstract Background Interprofessional collaborative practice is essential for meeting patients’ needs and improving their health outcomes; thus, the effectiveness of interprofessional education (IPE) should be clearly identified. There is insufficient evidence in the literature to determine the outc...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
BMC
2022-08-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-022-03640-z |
| _version_ | 1798004240829906944 |
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| author | Hui-Wen Chen John M. O’Donnell Yu-Jui Chiu Yi-Chun Chen Yi-No Kang Yueh-Ting Tuan Shu-Yu Kuo Jen-Chieh Wu |
| author_facet | Hui-Wen Chen John M. O’Donnell Yu-Jui Chiu Yi-Chun Chen Yi-No Kang Yueh-Ting Tuan Shu-Yu Kuo Jen-Chieh Wu |
| author_sort | Hui-Wen Chen |
| collection | DOAJ |
| description | Abstract Background Interprofessional collaborative practice is essential for meeting patients’ needs and improving their health outcomes; thus, the effectiveness of interprofessional education (IPE) should be clearly identified. There is insufficient evidence in the literature to determine the outcomes of IPE compared to traditional single-profession education (SPE). This study aimed to compare the outcomes of IPE and SPE during a simulation training course. Methods The study design was a mixed-methods, incorporated cross-over design and a qualitative survey. A total of 54 students including 18 medical students and 36 nursing students were recruited from March to April 2019. The 4-week simulation course was designed based on Kolb’s experimental learning theory and Bandura’s social learning theory. Participants were evenly divided into group 1 (received IPE-learning followed by SPE-learning), and group 2 (received SPE-learning followed by IPE-learning). Students’ medical task performance, team behavior performance, teamwork attitude, and patient safety attitude were collected at pretest, mid-test, and posttest. Descriptive statistics and repeated measures analysis of variance were used. End-of-study qualitative feedback was collected, and content analysis was performed. Results Both groups demonstrated moderate-to-large within-group improvements for multiple learning outcomes at mid-test. Group 1 students’ medical task performance (F = 97.25; P < 0.001) and team behavior performance (F = 31.17; P < 0.001) improved significantly. Group 2 students’ medical task performance (F = 77.77; P < 0.001), team behavior performance (F = 40.14; P < 0.001), and patient safety attitude (F = 6.82; P < 0.01) improved significantly. Outcome differences between groups were nonsignificant. Qualitative themes identified included: personal factor, professional factor, interprofessional relationship, and learning. The IPE program provided students with exposure to other professions and revealed differences in expertise and responsibilities. Conclusion IPE-simulation and SPE-simulation were effective interventions that enabled medical and nursing students to develop critical medical management and team behavior performance. IPE-simulation provided more opportunities for improving competencies in interprofessional collaborative practice. In circumstances with limited teaching resources, SPE-simulation can be an acceptable alternative to IPE-simulation. |
| first_indexed | 2024-04-11T12:20:37Z |
| format | Article |
| id | doaj.art-921171ce89d34a898f5585ab942e573f |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-11T12:20:37Z |
| publishDate | 2022-08-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-921171ce89d34a898f5585ab942e573f2022-12-22T04:24:06ZengBMCBMC Medical Education1472-69202022-08-0122111210.1186/s12909-022-03640-zComparison of learning outcomes of interprofessional education simulation with traditional single-profession education simulation: a mixed-methods studyHui-Wen Chen0John M. O’Donnell1Yu-Jui Chiu2Yi-Chun Chen3Yi-No Kang4Yueh-Ting Tuan5Shu-Yu Kuo6Jen-Chieh Wu7Department of Nursing, College of Nursing, National Yang Ming Chiao Tung UniversityDepartment of Nurse Anesthesia, University of Pittsburgh Nurse Anesthesia ProgramDepartment of Emergency Medicine, Taipei Medical University HospitalDepartment of Emergency Medicine, Taipei Medical University HospitalDepartment of Education and Humanities in Medicine, School of Medicine, College of Medicine, Taipei Medical UniversityDepartment of Emergency Medicine, Taipei Medical University HospitalSchool of Nursing, College of Nursing, Taipei Medical UniversityDepartment of Emergency, Taipei Medical University HospitalAbstract Background Interprofessional collaborative practice is essential for meeting patients’ needs and improving their health outcomes; thus, the effectiveness of interprofessional education (IPE) should be clearly identified. There is insufficient evidence in the literature to determine the outcomes of IPE compared to traditional single-profession education (SPE). This study aimed to compare the outcomes of IPE and SPE during a simulation training course. Methods The study design was a mixed-methods, incorporated cross-over design and a qualitative survey. A total of 54 students including 18 medical students and 36 nursing students were recruited from March to April 2019. The 4-week simulation course was designed based on Kolb’s experimental learning theory and Bandura’s social learning theory. Participants were evenly divided into group 1 (received IPE-learning followed by SPE-learning), and group 2 (received SPE-learning followed by IPE-learning). Students’ medical task performance, team behavior performance, teamwork attitude, and patient safety attitude were collected at pretest, mid-test, and posttest. Descriptive statistics and repeated measures analysis of variance were used. End-of-study qualitative feedback was collected, and content analysis was performed. Results Both groups demonstrated moderate-to-large within-group improvements for multiple learning outcomes at mid-test. Group 1 students’ medical task performance (F = 97.25; P < 0.001) and team behavior performance (F = 31.17; P < 0.001) improved significantly. Group 2 students’ medical task performance (F = 77.77; P < 0.001), team behavior performance (F = 40.14; P < 0.001), and patient safety attitude (F = 6.82; P < 0.01) improved significantly. Outcome differences between groups were nonsignificant. Qualitative themes identified included: personal factor, professional factor, interprofessional relationship, and learning. The IPE program provided students with exposure to other professions and revealed differences in expertise and responsibilities. Conclusion IPE-simulation and SPE-simulation were effective interventions that enabled medical and nursing students to develop critical medical management and team behavior performance. IPE-simulation provided more opportunities for improving competencies in interprofessional collaborative practice. In circumstances with limited teaching resources, SPE-simulation can be an acceptable alternative to IPE-simulation.https://doi.org/10.1186/s12909-022-03640-zInterprofessional educationMedical studentNursing studentSimulationCurriculum development |
| spellingShingle | Hui-Wen Chen John M. O’Donnell Yu-Jui Chiu Yi-Chun Chen Yi-No Kang Yueh-Ting Tuan Shu-Yu Kuo Jen-Chieh Wu Comparison of learning outcomes of interprofessional education simulation with traditional single-profession education simulation: a mixed-methods study BMC Medical Education Interprofessional education Medical student Nursing student Simulation Curriculum development |
| title | Comparison of learning outcomes of interprofessional education simulation with traditional single-profession education simulation: a mixed-methods study |
| title_full | Comparison of learning outcomes of interprofessional education simulation with traditional single-profession education simulation: a mixed-methods study |
| title_fullStr | Comparison of learning outcomes of interprofessional education simulation with traditional single-profession education simulation: a mixed-methods study |
| title_full_unstemmed | Comparison of learning outcomes of interprofessional education simulation with traditional single-profession education simulation: a mixed-methods study |
| title_short | Comparison of learning outcomes of interprofessional education simulation with traditional single-profession education simulation: a mixed-methods study |
| title_sort | comparison of learning outcomes of interprofessional education simulation with traditional single profession education simulation a mixed methods study |
| topic | Interprofessional education Medical student Nursing student Simulation Curriculum development |
| url | https://doi.org/10.1186/s12909-022-03640-z |
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