Interprofessional Learning Using Simulation

Abstract

Introduction/Background Clinical educators across all healthcare disciplines are increasingly experiencing common difficulties such as finding placements that offer full-time supervision and/or a full-time caseload in all areas of practice. The Simulated Telemedicine Environment Project for Students (STEPS) aims to address this gap by providing allied health students with the opportunity to access a simulated learning program embedded into off-campus clinical placements. This project has evolved from physiotherapy and speech pathology to also include dietetics, exercise physiology, nursing and pharmacy. Simulation education also has the potential to be used for interprofessional learning activities, providing students with valuable insight into the roles of other health professionals that they might not otherwise gain in traditional placements, whilst further developing skills common to all disciplines.

Purpose/Objectives This presentation aims to provide the audience with an insight into how the STEPS project is evolving from discipline-specific to interprofessional simulated learning experiences.

Issues/Questions for exploration or ideas for discussion The presentation will explore how common aims and methodologies are being used to frame a simulated learning program spanning diverse disciplines. The aim of STEPS is to supplement students’ traditional clinical experiences by focussing on particular areas of need. By using videoconferencing, students can access simulated learning on placement, regardless of their geographical location. We are now developing interprofessional learning activities using the same technology. Learning activities include common clinical scenarios that provide the opportunity for students from two disciplines to work collaboratively. Others will include more universal issues such as cultural awareness to enable involvement of several disciplines.