ArticleBMC medical education2022
From ideal to real: a qualitative study of the implementation of in situ interprofessional simulation-based education.
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 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- A Scoping Review of Interprofessional Simulation-Based Team Training Programs.Simulation in healthcare : journal of the Society for Simulation in Healthcare · 2025Article
- Changing the conversation: impact of guidelines designed to optimize interprofessional facilitation of simulation-based team training.Advances in simulation (London, England) · 2024Article
- Capability to identify and manage critical conditions: effects of an interprofessional training intervention.BMC medical education · 2024Article
- Development and validity evidence for the intraprofessional conflict exercise: An assessment tool to support collaboration.PloS one · 2023Review
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
backgroundDespite 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.
methodsWe 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.
resultsWe 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.
conclusionsTo achieve IPSE's intended goals of optimizing interprofessional teamwork, programs should transition from designing for the ideal of IPSE to realities of IPSE implementation.
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Registered trials
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