Interprofessional Simulation-Based Education for Medical and Midwifery Students: A Qualitative Study

• Published in: Clinical simulation in nursing 2017-05, Vol.13 (5), p.217-227
• Main Authors: Kumar, Arunaz, Wallace, Euan M., East, Christine, McClelland, Gayle, Hall, Helen, Leech, Michelle, Nestel, Debra
• Format: Article
• Language: English
• Subjects: birth; curriculum; gynaecology; interprofessional; obstetrics; skills; undergraduate; women's health
• ISSN: 1876-1399; 1876-1402
• DOI: 10.1016/j.ecns.2017.01.010

Simulation-based interprofessional education programs can have variable objectives for different participating professional teams. In this study, through a qualitative research design, we report the medical and midwifery students' approach to their learning and attitude towards each other's team, assessed through thematic analysis of independently run focus groups three months after the attendance of the Women's Health Interprofessional Learning Through Simulation program and their respective clinical placements. Medical students reported the importance of “learning by doing” through simulation as the key theme. The feedback obtained from midwifery students was focused on “relationship of power” compared with the other discipline. Interprofessional learning had a positive influence on the attitude of medical and midwifery students, in spite of the disparity in their background knowledge and experience. IPE competencies are better appreciated at a relatively mature level of clinical practice. Core skills in women's health taught through simulation were found to be helpful by both midwifery and medical students. However, the key learning was about developing respect and a supportive relationship “of equals” with each other. [Display omitted] •Interprofessional education program has a positive impact on participants' understanding role of the other professional team.•Interprofessional education may have a sustained effect on relationship between members of health professional groups during and after clinical placement.•An introductory learning of clinical skills can be achieved through simulation and later applied to clinical practice.