Ten years of student-reported outcomes from simulation-based interprofessional education in an underrepresented academic setting.
TL;DR
Sustained exposure to simulation-based IPE was associated with positive student-reported perceptions of interprofessional learning in a minority-serving academic health context, and the importance of role clarification, structured pre-briefing, competency-aligned simulation objectives, and reflective debriefing to strengthen IPE outcomes is highlighted.
Abstract
Simulation-based interprofessional education is widely used to foster collaborative competencies among health professions students; however, evidence from underrepresented and minority-serving academic health settings remains limited. We conducted a retrospective program evaluation of simulation-based IPE implemented from 2014 to 2024 at a U.S.-based minority-serving academic health sciences institution, defined here as an institution with a historical mission to educate students underrepresented in medicine and other health professions and to serve diverse communities. Student-reported post-simulation surveys from medical, nursing, pharmacy, and physician assistant students were analyzed descriptively, with trend analyses over time. Open-ended reflections were reviewed thematically to contextualize quantitative findings. This evaluation was not designed as a prospective research trial or pre-post intervention study. The survey was locally developed for program evaluation and had not undergone formal psychometric testing; therefore, findings are interpreted as student-reported perceptions rather than validated measures of interprofessional competence. Data from 452 students demonstrated consistently favorable student-reported perceptions. Significant positive trends were observed for decision-making (p = .01), educational value (p = .04), and desire for more time with simulation scenarios (p = .03). Communication/teamwork (p = .10), appropriateness for educational level (p = .09), and perceived time value (p = .15) showed positive but non-significant trends. Qualitative themes highlighted enhanced interprofessional communication, increased confidence, and persistent challenges related to role clarity. Sustained exposure to simulation-based IPE was associated with positive student-reported perceptions of interprofessional learning in a minority-serving academic health context. Findings highlight the importance of role clarification, structured pre-briefing, competency-aligned simulation objectives, and reflective debriefing to strengthen IPE outcomes.