A systematic review: the effectiveness of interprofessional simulation for enhancing undergraduate health professional students’ non-technical skills

Abstract

Background: In responding to the increased demand for interprofessional education and calls to include simulation in teaching health professions, that’s in order to prepare the health graduates to communicate and be an effective team member in a dynamic team, a systematic review was performed. Transformative learning theory and complexity theory were adopted as the theoretical framework beside a post-positivism research paradigm. Method: A comprehensive search following the PRISMA protocol was conducted. Such databases CINHAL, ERIC, MIDLINE, NICE, EMBASE, and google scholar, from 2005 to 2020 search was performed. The main aim was to measure the effectiveness of interprofessional education utilising high fidelity simulation on undergraduate health professions students’ non-technical skills, particularly communication and teamwork skills. Result: 1129 articles were retrieved. Only 11 studies met the inclusion and exclusion criteria. 7 studies were quantitative method (Quasi excremental and randomised control trials) and 4 mixed methods. None of these was a qualitative method. Assessment of Methodological quality measures (Medical Education Research Study Quality Instrument (MERSQ), and Mixed Methods Appraisal Tool(MMAT)) were used. Results were synthesised using the 3P model and the modified Kirkpatrick model. Descriptive analysis presented in tables and narrative synthesis was also provided. Based on the results, the interprofessional high-fidelity simulation showed an impressive improvement in students' communication and teamwork skills. Statistically significant results and qualitative data were provided. Conclusion: Students’ non-technical skills have been improved after utilising the interprofessional high-fidelity simulation as an educational activity for undergraduate health education. Further research is warranted in the area of extending assessing the educational outcome into the hospital field in order to assess interprofessional collaboration, Also, qualitative research is needed.