The Impact of Simulation-Enhanced Interprofessional Experiential Learning on Physical and Respiratory Therapy Students

Abstract

Background

: The urgent need for health care professionals to collaborate and create innovative care models is unprecedented. Interprofessional education (IPE) interventions aim to promote collaborative competence and improve health care processes and outcomes. Therefore, this study aims to examine the impact of a simulation-based interprofessional education (SIM-IPE) project on physical therapist (PT) and respiratory therapist (RT) students’ knowledge, perceptions, and collaboration skills, as well as its influence on their attitudes and behaviors toward IPE and clinical practice.

Methods

: This study was a mixed-methods design that employed the Interprofessional Socialization and Valuing Scale–21 (ISVS-21) to assess students’ comfort, value, and ability to work interprofessionally as well as their beliefs, behaviors, and attitudes toward IPE. At the conclusion of their SIM-IPE experience, students completed the Interprofessional Education Experience: Interprofessional Assignment Report created by the Interprofessional Education Collaborative. These reflections were qualitatively studied to assess the students’ knowledge and attitudes toward one another’s professions. Descriptive statistics were calculated and reported. A Wilcoxon signed-rank test examined pre- and postscores of the ISVS-21, whereas a thematic analysis was implemented for the qualitative analysis.

Results

: Forty total students participated in the SIM-IPE experience. A comparison of ISVS-21 preintervention (mean = 5.28, SD = 0.74) and postintervention total scores (mean = 6.34, SD = 0.56) showed a statistically significant improvement (P < .001). Qualitative analysis of student reflections showed key themes emphasizing the value of teamwork, the essential role of IPE in clinical practice, and the importance of understanding professional roles and responsibilities.

Conclusion

: This mixed-method study shows a successful SIM-IPE learning project used to enhance PT and RT students’ abilities, values, and comfort with collaborative practice. It also positively influences their beliefs, behaviors, and attitudes toward IPE and clinical collaboration. Future research should address the long-term impacts and broader applicability of IPE between other varying disciplines.