From ideal to real: a qualitative study of the implementation of in situ interprofessional simulation-based education
Abstract Background Despite the widespread adoption of interprofessional simulation-based education (IPSE) in healthcare as a means to optimize interprofessional teamwork, data suggest that IPSE may not achieve these intended goals due to a gap between the ideals and the realities of implementation....
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2022-04-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-022-03370-2 |
| _version_ | 1828347598790983680 |
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| author | Mindy Ju Naike Bochatay Kathryn Robertson James Frank Bridget O’Brien Sandrijn van Schaik |
| author_facet | Mindy Ju Naike Bochatay Kathryn Robertson James Frank Bridget O’Brien Sandrijn van Schaik |
| author_sort | Mindy Ju |
| collection | DOAJ |
| description | Abstract Background Despite the widespread adoption of interprofessional simulation-based education (IPSE) in healthcare as a means to optimize interprofessional teamwork, data suggest that IPSE may not achieve these intended goals due to a gap between the ideals and the realities of implementation. Methods We conducted a qualitative case study that used the framework method to understand what and how core principles from guidelines for interprofessional education (IPE) and simulation-based education (SBE) were implemented in existing in situ IPSE programs. We observed simulation sessions and interviewed facilitators and directors at seven programs. Results We found considerable variability in how IPSE programs apply and implement core principles derived from IPE and SBE guidelines with some principles applied by most programs (e.g., “active learning”, “psychological safety”, “feedback during debriefing”) and others rarely applied (e.g., “interprofessional competency-based assessment”, “repeated and distributed practice”). Through interviews we identified that buy-in, resources, lack of outcome measures, and power discrepancies influenced the extent to which principles were applied. Conclusions To achieve IPSE’s intended goals of optimizing interprofessional teamwork, programs should transition from designing for the ideal of IPSE to realities of IPSE implementation. |
| first_indexed | 2024-04-14T00:42:43Z |
| format | Article |
| id | doaj.art-b945dbfc8e31474b9c57aa6f6c746a08 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-14T00:42:43Z |
| publishDate | 2022-04-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-b945dbfc8e31474b9c57aa6f6c746a082022-12-22T02:22:08ZengBMCBMC Medical Education1472-69202022-04-0122111110.1186/s12909-022-03370-2From ideal to real: a qualitative study of the implementation of in situ interprofessional simulation-based educationMindy Ju0Naike Bochatay1Kathryn Robertson2James Frank3Bridget O’Brien4Sandrijn van Schaik5Department of Pediatrics, University of California, San FranciscoDepartment of Pediatrics, University of California, San FranciscoDepartment of Pediatrics, Kaiser Permanente Santa ClaraDepartment of Medicine, University of California San FranciscoDepartment of Medicine, University of California San FranciscoDepartment of Pediatrics, University of California, San FranciscoAbstract Background Despite the widespread adoption of interprofessional simulation-based education (IPSE) in healthcare as a means to optimize interprofessional teamwork, data suggest that IPSE may not achieve these intended goals due to a gap between the ideals and the realities of implementation. Methods We conducted a qualitative case study that used the framework method to understand what and how core principles from guidelines for interprofessional education (IPE) and simulation-based education (SBE) were implemented in existing in situ IPSE programs. We observed simulation sessions and interviewed facilitators and directors at seven programs. Results We found considerable variability in how IPSE programs apply and implement core principles derived from IPE and SBE guidelines with some principles applied by most programs (e.g., “active learning”, “psychological safety”, “feedback during debriefing”) and others rarely applied (e.g., “interprofessional competency-based assessment”, “repeated and distributed practice”). Through interviews we identified that buy-in, resources, lack of outcome measures, and power discrepancies influenced the extent to which principles were applied. Conclusions To achieve IPSE’s intended goals of optimizing interprofessional teamwork, programs should transition from designing for the ideal of IPSE to realities of IPSE implementation.https://doi.org/10.1186/s12909-022-03370-2Continuing educationInterprofessional collaborationInterprofessional simulationSimulationTeamwork |
| spellingShingle | Mindy Ju Naike Bochatay Kathryn Robertson James Frank Bridget O’Brien Sandrijn van Schaik From ideal to real: a qualitative study of the implementation of in situ interprofessional simulation-based education BMC Medical Education Continuing education Interprofessional collaboration Interprofessional simulation Simulation Teamwork |
| title | From ideal to real: a qualitative study of the implementation of in situ interprofessional simulation-based education |
| title_full | From ideal to real: a qualitative study of the implementation of in situ interprofessional simulation-based education |
| title_fullStr | From ideal to real: a qualitative study of the implementation of in situ interprofessional simulation-based education |
| title_full_unstemmed | From ideal to real: a qualitative study of the implementation of in situ interprofessional simulation-based education |
| title_short | From ideal to real: a qualitative study of the implementation of in situ interprofessional simulation-based education |
| title_sort | from ideal to real a qualitative study of the implementation of in situ interprofessional simulation based education |
| topic | Continuing education Interprofessional collaboration Interprofessional simulation Simulation Teamwork |
| url | https://doi.org/10.1186/s12909-022-03370-2 |
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