Evaluating a simulation-based interprofessional education activity on disaster preparedness and management among health professions students
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Notice bibliographique
Résumé
BACKGROUND: Simulation-based education offers a risk-free platform to prepare future health professionals for interprofessional collaboration during high-stakes emergencies. This study involved the design, implementation, and evaluation of a disaster-focused simulation to enhance interprofessional competencies among health professions students. METHODS: An interprofessional education (IPE) simulation covering the four disaster preparedness and management phases (mitigation, preparedness, response, recovery) was conducted for undergraduate health professions students. Students, assessors, and standardized patients (SPs) participated in the evaluation. Data on interprofessional competencies were collected from students using the Team's Perception of Collaborative Care Questionnaire, from assessors using the Modified McMaster-Ottawa Scale, and from SPs using the Standardized Patient Team Evaluation Instrument. Descriptive statistics were used to summarize study variables. Paired sample t-tests were conducted to compare score differences between assessors. Learning curve across cases were tested using one-way repeated measures ANOVA, and associations between global scores and demographic variables were analyzed using t-test or ANOVA, as appropriate. RESULTS: Thirty-three students, 13 assessors, and 8 SPs participated in the evaluation. response rates were 33.3% (students), 92.9% (assessors), and 100% (SPs). Students self-reported positive perceptions of teamwork in the activity, with over 90% agreement across all domains. Assessors' ratings for the response phase corroborated these findings, with over 80% of students scoring at or above expectations in all domains. SPs' evaluations were also high, with 70% agreeing that students demonstrated positive interprofessional practice behaviors. For the diabetic ketoacidosis case, teams' global performance scores were calculated as the mean of the two assessors' ratings. Students with prior IPE experience (M = 2.42, 95% CI: 2.24-2.60) and those who had completed a prior practice placement (M = 2.48, 95% CI: 2.30-2.65) performed significantly better than students without IPE experience (M = 2.06, 95% CI: 1.80-2.33) or a prior practice placement (M = 2.12, 95% CI: 1.86-2.37). While not statistically significant, a trend towards improved performance across cases in the response phase suggested a learning curve effect. CONCLUSIONS: Simulation-based IPE can strengthen interprofessional competencies for disaster preparedness and management, with greatest benefit when preceded by other IPE activities and clinical placements.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle