Leveraging simulation to create comparably-effective interprofessional learning experiences for distance education students in the healthcare professions: moving the F-2-F case study to an online simulation

Interprofessional collaboration (IPC) and effective teaming in healthcare is built on many attributes that are commonly fostered through face-to-face (F-2-F) interactions in the workplace. However, it is common for clinicians going back to school for advanced degrees to seek online, distance education programs. Can these programs provide online activities that effectively promote IPC? Educational simulation for online post-professional healthcare professions students poses a unique challenge when university centers for simulation and innovation are historically geared to prepare pre-license clinicians utilizing patient care scenarios. Shifting the paradigm to emphasize skills such as valuing healthcare peers, roles and responsibilities, communication, leadership and interprofessional collaboration is an effective way to assess higher-level, interprofessional elements of patient care delivery by students who are already practicing clinicians.

Healthcare simulation often takes place in a face-to-face (F-2-F) format, characterized by students interacting with the simulated patient(s) and participating in pre- and debriefing activities. Taking simulation online poses additional challenges that can be negotiated with a creative course design strategy. However, the benefits far outweigh the challenges, affording an interprofessional education experience for learners in different classrooms, cities and countries around the world.

The goal of this project was to create a simulation that students could experience equally online or F-2-F that promoted reflection on post-professional student readiness for interprofessional collaboration. A secondary goal was to establish an assessment map for the activity including IPEC Core Competencies, professional standards and University learning outcomes.

The following resources and outcomes will be shared:
- The process of taking a paper-based case to an online simulation
- The unit module including the scenario, pre and debriefing question formulation and assessment strategy
- The assessment map connecting IPEC Core Competencies, professional standards and University-level learning outcomes

The main take-away from this session is a concept map outlining the process of moving a paper-based IPE case to an online simulation. This map can be applied across healthcare professions/classrooms and is presented in a plug-and-play format with reflection questions and assessment rubrics. Participants will view (parts of) the simulation and test-drive the online student learning experience.