Lessons Learned: Implementing UK-Developed Interprofessional Simulation Training Courses in a Canadian Setting

Objective In response to the need for practitioners to improve their skills in integrating mental and physical healthcare, the Centre for Addiction and Mental Health (CAMH) (Canada) invited education specialists from Maudsley Simulation (UK) to pilot two of their existing interprofessional simulatio...

Full description

Saved in:
Bibliographic Details
Published in:Academic psychiatry 2018-10, Vol.42 (5), p.659-663
Main Authors: Kelly, Alyssa, Nirula, Latika, McDiarmid, Erica, Jindani, Farah, Fernando, Asanga, Naismith, Laura, Kowalski, Christopher
Format: Article
Language:English
Subjects:
Adult
Canada
Clinical Competence
Collaboration
Confidence
Conflict Resolution
Course Content
Delirium
Delivery of Health Care, Integrated
Eating Disorders
Education, Medical, Graduate - methods
Educational Needs
Educational Opportunities
Emergency medical care
Ethics
Focus Groups
Health Personnel
Humans
Illnesses
In Brief Report
Interdisciplinary Studies
Internal Medicine
Interprofessional Relations
Likert Scales
Medical Education
Medical personnel
Medicine
Medicine & Public Health
Mental health
Mental Health Services
Needs Assessment
Nurses
Patients
Physical Health
Physicians
Primary Health Care
Program Development
Program Evaluation
Psychiatry
Questionnaires
Response rates
Response Rates (Questionnaires)
Simulation
Simulation Training - methods
United Kingdom
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Objective In response to the need for practitioners to improve their skills in integrating mental and physical healthcare, the Centre for Addiction and Mental Health (CAMH) (Canada) invited education specialists from Maudsley Simulation (UK) to pilot two of their existing interprofessional simulation courses on the mental-physical interface in Toronto. Participants’ experiences as well as the courses’ educational impact were evaluated. Methods Participants completed pre-and post-course questionnaires, a 2-week follow-up questionnaire, and individual interviews 6 months after course completion. Results Participants ( n  = 23) found the courses to be relevant and applicable to their practice. Over half of the participants interviewed (8/15) reported changing their practice as a result of the course. However, concerns regarding the sociological fidelity of these courses within the Canadian context were noted. Conclusion The findings support the transferability of interprofessional simulation courses developed in other countries. It is important, however, to contextualize course material to fit local healthcare systems and to ensure sociological fidelity where professional roles may vary.
ISSN:1042-9670
1545-7230
DOI:10.1007/s40596-018-0943-1