ArticleBMC medical education2026
Simulation-based learning enhances interprofessional competencies in undergraduate health students: a retrospective pre-post study.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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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
1 citing paper in PubMed.
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundSimulation-Based Learning (SBL) is an interactive teaching method that replicates real-world clinical settings to train healthcare professionals. Interprofessional Education and Collaborative Practice (IPECP) brings together students from various health disciplines to learn collaboratively, promoting teamwork and effective communication. Although international guidelines support SBL in IPECP and its benefits are well-documented, there is a lack of research on how undergraduate students across different disciplines perceive this approach.
objectivesThis study aimed to assess undergraduate health professions students’ perceptions of SBL as a tool for promoting IPECP across multiple disciplines.
methodA quantitative, retrospective pre-post design was used involving N = 540 undergraduate students from various health disciplines. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) was administered after the SBL intervention. Paired and independent samples t-tests were used to analyze pre- and post-test differences and gender comparisons.
resultsSignificant improvements (all p < 0.001) were found across all the six interprofessional competency domains. Female students showed significantly higher post-test scores in several domains compared to males, although no pre-test gender differences were observed.
conclusionSBL significantly enhances students’ perceptions about their interprofessional competencies among first-year undergraduate health students and fosters the development of collaborative practice early in their training. The observed gender differences in post-intervention outcomes highlight the need for further investigation into engagement dynamics within SBL. This study contributes to the limited body of research on undergraduate students' perceptions of SBL in IPECP across multiple disciplines. It offers empirical support for integrating simulation into interprofessional curricula.
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