Interprofessional Simulation-Based Education for Medical and Midwifery Students

A Qualitative Study

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Background Simulation-based interprofessional education programs can have variable objectives for different participating professional teams. Methods 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. Results 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. Conclusions 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.

Original languageEnglish
Pages (from-to)217-227
Number of pages11
JournalClinical Simulation in Nursing
Volume13
Issue number5
DOIs
Publication statusPublished - 1 May 2017

Keywords

  • birth
  • curriculum
  • gynaecology
  • interprofessional
  • obstetrics
  • skills
  • undergraduate
  • women's health

Cite this

@article{26804d642b3940d5a5ac563470c65224,
title = "Interprofessional Simulation-Based Education for Medical and Midwifery Students: A Qualitative Study",
abstract = "Background Simulation-based interprofessional education programs can have variable objectives for different participating professional teams. Methods 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. Results 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. Conclusions 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.",
keywords = "birth, curriculum, gynaecology, interprofessional, obstetrics, skills, undergraduate, women's health",
author = "Arunaz Kumar and Wallace, {Euan M.} and Christine East and Gayle McClelland and Helen Hall and Michelle Leech and Debra Nestel",
year = "2017",
month = "5",
day = "1",
doi = "10.1016/j.ecns.2017.01.010",
language = "English",
volume = "13",
pages = "217--227",
journal = "Clinical Simulation in Nursing",
issn = "1876-1399",
publisher = "Elsevier",
number = "5",

}

TY - JOUR

T1 - Interprofessional Simulation-Based Education for Medical and Midwifery Students

T2 - A Qualitative Study

AU - Kumar, Arunaz

AU - Wallace, Euan M.

AU - East, Christine

AU - McClelland, Gayle

AU - Hall, Helen

AU - Leech, Michelle

AU - Nestel, Debra

PY - 2017/5/1

Y1 - 2017/5/1

N2 - Background Simulation-based interprofessional education programs can have variable objectives for different participating professional teams. Methods 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. Results 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. Conclusions 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.

AB - Background Simulation-based interprofessional education programs can have variable objectives for different participating professional teams. Methods 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. Results 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. Conclusions 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.

KW - birth

KW - curriculum

KW - gynaecology

KW - interprofessional

KW - obstetrics

KW - skills

KW - undergraduate

KW - women's health

UR - http://www.scopus.com/inward/record.url?scp=85015334376&partnerID=8YFLogxK

U2 - 10.1016/j.ecns.2017.01.010

DO - 10.1016/j.ecns.2017.01.010

M3 - Article

VL - 13

SP - 217

EP - 227

JO - Clinical Simulation in Nursing

JF - Clinical Simulation in Nursing

SN - 1876-1399

IS - 5

ER -