ArticleJournal of medical education and curricular development
Design and Evaluation of a Simulation-Based Program to Enhance Inter- and Intraprofessional Communication in Medical Education.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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5 authors.
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Abstract
To enhance teamwork and patient safety, it is crucial to implement training in both inter- and intraprofessional communication within healthcare setting. Simulation-based learning provides a practical and structural approach, offering realistic, hands-on experiences to enhance communication skills. This study used a descriptive mixed-methods design to evaluate a 4-day simulation-based training programme developed to enhance the inter- and intraprofessional communication skills of medical students. A total of 216 students (eight cohorts) participated. The students participated in a variety of activities designed to stimulate the various roles of physicians, including hospital physicians, general practitioners, and public health physicians. These activities included the performance of authentic tasks such as the composition of referral letters, consultation with colleagues, and participation in multidisciplinary meetings (MDMs). The programme incorporated interactive assignments, standardized patient interactions, and real-time feedback, in addition to reflection and formative assessment, with the objective of reinforcing skills and preparing students for collaborative practice in a variety of healthcare settings. Quantitative evaluation results showed that students rated the outpatient clinic component with a mean score of 4.3 and the MDM with 3.3 on a five-point scale (1 = poor, 5 = very good). After participation in the simulation students perceived enhanced communication skills and increased understanding of the importance of collaboration across healthcare disciplines. Participants expressed a high level of satisfaction with the authenticity of the tasks and reported an increased sense of preparedness for their clerkships. These findings serve to demonstrate the perceived effectiveness of simulation-based education in the context of medical training. As the results are based on self-reported perceptions, they reflect perceived rather than demonstrated efficacy.
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