Health disparities early learner simulation to improve interprofessional competencies

To date, interprofessional simulation has predominantly focused on advanced learners and practicing providers with a focus on application of medical knowledge. Our study sought to create and evaluate an interprofessional simulation for early learners in an experiential setting. First-year medical and pharmacy students, and second-term accelerated undergraduate nursing students participated in a face-to-face simulation focused on health disparities to improve interprofessional teamwork and communication skills. Student self-perceived competence was measured through completion of the Interprofessional Collaborative Competency Attainment Survey-Revised (ICCAS-R) (1 = poor; 3 = good; 5 = excellent), which was administered after simulation completion in a retrospective pre-/post-test manner. Activity assessment questions and students’ comparative ability to collaborate interprofessionally were also evaluated at the conclusion of the simulation. A total of 351 students participated in the simulation (178 medical, 41 accelerated undergraduate nursing, and 132 pharmacy). A significant increase in mean total (SD) ICCAS-R scores was seen in all students from 3.3 (0.6) to 4.0 (0.6) (p < 0.001). Analysis of the six mean subscale scores (communication, collaboration, roles and responsibilities, patient-centered care, conflict management, and team functioning) for all student disciplines revealed a significant increase in self-reported interprofessional competencies (p < 0.001 for all subscales). When asked to compare one's ability to collaborate interprofessionally now compared to prior to the simulated learning activity, 83% of students reported their ability as somewhat better or much better now. Medical, accelerated undergraduate nursing, and pharmacy student participation in an early learner simulation activity focused on teamwork, patient-centered care and health disparities, led to significant increases in self-reported interprofessional competencies.