Simulation as educational strategy: an interprofessional approach at the Faculty of Health Sciences, University of the Free State

English: With an ever-evolving and complex patient population, healthcare professionals need to adapt to these changes. A response to this challenge is to deliver patient care and management as an interprofessional healthcare team or collaborative practice. In order to deliver professionals that are ready for collaborative practice, education institutions need to enhance interprofessional education (IPE) amongst its students. Various strategies can be followed for effective IPE. These are didactic lessons, simulated experiences and community based education. The question arises as to the extent and techniques currently used by the Faculty of Health Sciences, UFS, to achieve IPE amongst its undergraduate students. Specific focus was given to addressing IPE utilising simulation. A quantitative descriptive study was performed and data was collected using structured interviews with 47 of 57 (82.5%) undergraduate module leaders of the Faculty of Health Sciences, UFS, covering 66 of 80 (82.5%) undergraduate modules. The research topics covered by the interview were interprofessional education, the use of and opinions on simulation and the possibility of utilising simulation to address IPE. The results were analysed and reported quantitatively. It was found that 36 out of 66 modules (56.1%) had no form of interprofessional education. In cases where interprofessional education was present, it was mostly addressed coincidentally (58.7%) and was not part of the formal outcomes of the module. The main platform utilised for interprofessional education is ward rounds in hospital and clinic visits during community based education. Simulation is used by 36 out of 66 (54.5%) modules and the most common type utilised is low-fidelity skills training. The module leaders’ opinions on simulation are positive, highlighting the advantages it holds for improved student learning. Some concerns were raised on the logistical challenges simulation could pose. The majority of module leaders (66.7%) indicated that simulation would not be a viable training tool to address interprofessional education in their module. The most common (84.1%) reason given was that there were no interprofessional activities in the relevant module to address. However, 21.7% did not see any disadvantages of its potential use to address interprofessional education where needed. Some challenges were highlighted and the biggest potential advantage mentioned (41.3%) was improved role clarification amongst the students. The conclusion was that although IPE does take place, it is mostly coincidental and not formalised in the modules. The majority of module leaders were positive about the possible use of simulation to address IPE, but various challenges and concerns were also reported and discussed. When using simulation to address interprofessional education, it is important to engage the students from all professions. In most cases the scenarios would be role-play using standardised (simulated) patients. These actors must be properly trained to ensure the authenticity of the scenario. The principles of interprofessional education (aspects such as collaboration, communication and professionalism) should be addressed in the outcomes and must be the focus during the debriefing phase of the simulation experience. Facilitators must be trained and competent in debriefing and reflection techniques.