Simulation as educational strategy: an interprofessional approach at the Faculty of Health Sciences, University of the Free State

[摘要] English: With an ever-evolving and complex patient population, healthcare professionalsneed to adapt to these changes. A response to this challenge is to deliver patientcare and management as an interprofessional healthcare team or collaborativepractice. In order to deliver professionals that are ready for collaborative practice,education institutions need to enhance interprofessional education (IPE) amongstits students.Various strategies can be followed for effective IPE. These are didactic lessons,simulated experiences and community based education. The question arises as tothe extent and techniques currently used by the Faculty of Health Sciences, UFS,to achieve IPE amongst its undergraduate students. Specific focus was given toaddressing IPE utilising simulation.A quantitative descriptive study was performed and data was collected usingstructured interviews with 47 of 57 (82.5%) undergraduate module leaders of theFaculty of Health Sciences, UFS, covering 66 of 80 (82.5%) undergraduatemodules. The research topics covered by the interview were interprofessionaleducation, the use of and opinions on simulation and the possibility of utilisingsimulation to address IPE. The results were analysed and reported quantitatively.It was found that 36 out of 66 modules (56.1%) had no form of interprofessionaleducation. In cases where interprofessional education was present, it was mostlyaddressed coincidentally (58.7%) and was not part of the formal outcomes of themodule. The main platform utilised for interprofessional education is ward roundsin hospital and clinic visits during community based education.Simulation is used by 36 out of 66 (54.5%) modules and the most common typeutilised is low-fidelity skills training. The module leaders' opinions on simulation are positive, highlighting the advantages it holds for improved student learning. Someconcerns were raised on the logistical challenges simulation could pose.The majority of module leaders (66.7%) indicated that simulation would not be aviable training tool to address interprofessional education in their module. The mostcommon (84.1%) reason given was that there were no interprofessional activities inthe relevant module to address. However, 21.7% did not see any disadvantages ofits potential use to address interprofessional education where needed. Somechallenges were highlighted and the biggest potential advantage mentioned (41.3%)was improved role clarification amongst the students.The conclusion was that although IPE does take place, it is mostly coincidental andnot formalised in the modules. The majority of module leaders were positive aboutthe possible use of simulation to address IPE, but various challenges and concernswere also reported and discussed.When using simulation to address interprofessional education, it is important toengage the students from all professions. In most cases the scenarios would berole-play using standardised (simulated) patients. These actors must be properlytrained to ensure the authenticity of the scenario. The principles of interprofessionaleducation (aspects such as collaboration, communication and professionalism)should be addressed in the outcomes and must be the focus during the debriefingphase of the simulation experience. Facilitators must be trained and competent indebriefing and reflection techniques.

[发布机构] University of the Free State