ArticleBMC medical education2022
Changes in medical students´ and anesthesia technician trainees´ attitudes towards interprofessionality - experience from an interprofessional simulation-based course.
Article in BMC medical education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Anesthesi̇a students' behavi̇ors towards a medi̇cal errors: a phenomenologi̇cal quali̇tati̇ve scenari̇o study.BMC anesthesiology · 2025Article
- Teaching/learning formats and cross-cutting issues for the design of interprofessional education for healthcare professions - literature review and analysis of training and examination regulations.GMS journal for medical education · 2025Review
- Interprofessional education interventions for healthcare professionals to improve patient safety: a scoping review.Medical education online · 2024Article
- Enhancing the effectiveness of interprofessional education in health science education: a state-of-the-art review.BMC medical education · 2024Review
- Evaluation of case based simulation teaching to improve the Family Medicine residents urgent care management skills at a teaching hospital.Journal of family medicine and primary care · 2024Article
- The Outcomes of an Interprofessional Simulation Program for New Graduate Nurses.International journal of environmental research and public health · 2022Article
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Authors and funding
9 authors.
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Abstract
backgroundInterprofessional simulation based education (IPSBE) programs positively impact participants' attitudes towards interprofessional collaboration and learning. However, the extent to which students in different health professions benefit and the underlying reasons for this are subject of ongoing debate.
methodsWe developed a 14-h IPSBE course with scenarios of critical incidents or emergency cases. Participants were final year medical students (FYMS) and final year anesthesia technician trainees (FYATT). To assess attitudes towards interprofessionalism, the University of the West of England Interprofessional Questionnaire was administrated before and after the course. Using focus group illustration maps, qualitative data were obtained from a subcohort of the participants (n = 15).
resultsAfter the course, self-assessment of communication and teamwork skills, attitudes towards interprofessional interactions and relationships showed comparative improvement in both professions. Attitudes towards interprofessional learning improved only in FYMS. Qualitative data revealed teamwork, communication, hierarchy and the perception of one's own and other health profession as main topics that might underlie the changes in participants' attitudes. An important factor was that participants got to know each other during the course and understood each other's tasks.
conclusionsSince adequate communication and teamwork skills and positive attitudes towards interprofessionality account to effective interprofessional collaboration, our data support intensifying IPSBE in undergraduate health care education.
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