Simulated interprofessional education: An analysis of teaching and learning processes

Journal of Interprofessional Care

Volumn 25, Issue 6, 2011, Pages 434-440

  Van Soeren, Mary ^a   Devlin Cop, Sandra ^b   MacMillan, Kathleen ^b   Baker, Lindsay ^c   Egan Lee, Eileen ^c   Reeves, Scott ^c,d,e,f  

^a Canadian Health Care Innovations   (Canada)

^b Humber Institute of Technology and Advanced Learning   (Canada)

^c ST MICHAEL'S HOSPITAL   (Canada)

^d UNIVERSITY OF TORONTO   (Canada)

^e UNIVERSITY HEALTH NETWORK   (Canada)

^f UNIVERSITY OF TORONTO   (Canada)

Author keywords

Faculty development; Interprofessional education; Role play; Simulation; Teaching and learning

Indexed keywords

ARTICLE; CLINICAL COMPETENCE; EDUCATION; HUMAN; INFORMATION PROCESSING; LEARNING; METHODOLOGY; MOTIVATION; PATIENT CARE; PERSONNEL MANAGEMENT; PROFESSIONAL STANDARD; PUBLIC RELATIONS; QUALITATIVE RESEARCH; ROLE PLAYING; TEACHING; UNIVERSITY; VIDEORECORDING;

CLINICAL COMPETENCE; EDUCATION; FACULTY; FOCUS GROUPS; HUMANS; INTERPROFESSIONAL RELATIONS; LEARNING; MOTIVATION; PATIENT CARE TEAM; PATIENT SIMULATION; PROFESSIONAL ROLE; QUALITATIVE RESEARCH; ROLE PLAYING; STAFF DEVELOPMENT; TEACHING; VIDEOTAPE RECORDING;

EID: 80054795065     PISSN: 13561820     EISSN: 14699567     Source Type: Journal    
DOI: 10.3109/13561820.2011.592229     Document Type: Article

References (26)

1. Baker, L., Egan-Lee, E., Leslie, K., Silver, I., & Reeves, S. (2010). Exploring an IPE faculty development program using the 3-P model. Journal of Interprofessional Care, 24, 597-600.
2. Barr, H., Koppel, I., Reeves, S., Hammick, M., & Freeth, D. (2005). Effective Interprofessional Education: Argument, Assumption, and Evidence. London: Blackwell.
3. Beltman, S., & Voet, S. (2007). Exploring the complex and dynamic nature of sustained motivation. European Psychologist, 12 (4), 314-323.
4. Burns, A.C., & Gentry, J.W. (1998). Motivating students to engage in experiential learning: A tension-to-learn theory. Simulation and Gaming, 29 (2), 133-151.
5. Festinger, L. (1957). A Theory of Cognitive Dissonance. Stanford, CA: Stanford University Press.
6. Gaba, D.M. (2004). The future vision of simulation in health care. Quality and Safety in Health Care,, 13 (Suppl. 1), i2-i10. (Pubitemid 39389372)
7. Fuszard, R. (1995). Innovative Teaching Strategies in Nursing (2nd ed.). Gaithersburg, MD: Aspen.
8. Goldenberg, D., Andrusyszyn, M-A., & Iwasiw, C. (2005). The effects of classroom simulation on nursing students' self-efficacy related to health teaching. Journal of Nursing Education, 44, 310-314. (Pubitemid 40979152)
9. Heru, A. (2003). Using role playing to increase residents' awareness of medical student mistreatment. Academic Medicine, 78 (1), 35-38. (Pubitemid 36105723)
10. Issenberg, S.B., & Scalese, R.J. (2008). Simulation in health care education. Perspectives in Biology and Medicine, 51 (1), 31-46. (Pubitemid 351310124)
11. Jeffries, P. (2005). A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26 (2),96-103. (Pubitemid 40545313)
12. Jeffries, P. (Ed.). (2007). Simulation in Nursing Education from Conceptualization to Evaluation. New York: National League for Nursing.
13. Kenaszchuk, C., MacMillan, K., van Soeren, M., & Reeves, S. (2011). Interprofessional simulated learning: Short-term associations between simulation and interprofessional collaboration. BMC Medicine, 9, 29.
14. Leigh, G., & Hurst, H. (2008). We have a high-fidelity simulation, now what? Making the most of simulators. International Journal of Nursing Education Scholarship, 5 (1), Article 33.
15. Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications.
16. Lindqvist, S. & Reeves, S. (2007). Facilitators' perceptions of delivering interprofessional education: A qualitative study. Medical Teacher, 29, 403-405. (Pubitemid 47386758)
17. Loewenstein, G. (1994). The psychology of curiosity: A review and reinterpretation. Psychological Bulletin, 116 (1), 75-98. (Pubitemid 24976763)
18. McFalls, E. & Cobb-Roberts, D. (2001). Reducing resistance to diversity through cognitive dissonance instruction: Implications for teacher education. Journal of Teacher Education, 52 (2), 164-172.
19. Mikkelson, J., Hegg Reime, M., & Harris, A. (2008). Nursing students' learning of managing cross-infections: Scenario-based simulation training versus study groups. Nurse Education Today, 28, 664-671.
20. Nestel, D. & Tierney, T. (2007). Role-play for medical students learning about communication: Guidelines for maximising benefits. BMC Medical Education, 7 (3), 1-9.
21. Northcott, N. (2002). Role play: Proceed with caution. Nurse Education Practitioner, 2 (2), 87-91.
22. Reeves, S. & Freeth, D. (2002) The London training ward: An innovative interprofessional initiative. Journal of Interprofessional Care, 16, 41-52. (Pubitemid 34177030)
23. Reeves, S., Lewin, S., Espin, S., & Zwarenstein, M. (2010) Interprofessional Teamwork For Health and Social Care. London: Wiley-Blackwell.
24. Stake, R.E. (1994). Case studies. In N.K. Denzin & Y.S. Lincoln (Eds.). Handbook of Qualitative Research (pp. 236-247). Thousand Oaks, CA: Sage Publications.
25. van Ments, M. (1983). The Effective Use of Role-play: A handbook for Teachers and Trainers. London: Kogan Page.
26. Ziv, A., Wolpe, P.R., Small, S.D., & Glick S. (2003). Simulation-based medical education: An ethical imperative. Academic Medicine, 78 (8), 783-788. (Pubitemid 36993078)