Examining interprofessional learning perceptions among students in a simulation-based operating room team training experience

ABSTRACT

High-fidelity simulation (HFS) operating room (OR) inter-professional team training improves healthcare students’ team-based attitudes and behaviours. Such improvements can diminish tribalism among the professions in the OR by overcoming entrenched perceptions of team members. We investigated whether simulation-based interprofessional student OR team training impacts students differently based on their professional background. From 2010 to 2013, HFS OR interprofessional student team training sessions were conducted involving senior medical students, senior undergraduate nursing students, and nurse anaesthesia students. The training involved a two-scenario format, each followed by a structured debriefing focusing on team-based competencies. Before and after each session, students completed a 15-item teamwork competencies self-efficacy survey as well as, from 2012–2013, the Readiness for Interprofessional Learning Scale (RIPLS). At the end of each session, they also completed a 6-item rating scale assessing overall team function during the session. Mean scores were calculated for each student professional group, post/pre mean differences were determined, and student t-test and ANOVA analyses were employed to compare within and between-group differences, respectively. Response rates were over 80% for each scale used. Medical students and undergraduate nursing students had significant improvements in team-based attitudes post- to pre-session. Medical students and nurse anaesthesia students had significant improvements in RIPLS scores. Statistically significant improvements from post- to pre-session were seen overall for both team-based attitudes (effect size = 0.83) and RIPLS (effect size = 0.37). The difference between the team-based scores between professions was significant; RIPLS differences were not. No significant difference existed between professions related to overall teamwork scores. HFS OR team training of healthcare students has beneficial but variable benefits for each professional group.

KEYWORDS:

• Collaboration
• interprofessional education
• operating room
• simulation
• surgical education
• teamwork

Acknowledgments

The authors would like to thank the students who participated in these sessions at LSU Health New Orleans Health Sciences Center.

Declaration of interest

Dr. Paige is a co-editor of the textbook Simulation in Radiology for which he receives royalties. Within the last 12 months, he has received research funding and/or worked on grants from Acell, Inc. (wound care), HRSA (inter-professional education and team training), and the SGEA (teamwork instrument development grant). Drs. Garbee, Yu, and Kiselov also are on the HRSA and SGEA grant. Drs. Kiselov, Rusnak, and Paige are also recipients of an LSU Board of Regents Grant for software development of the simulation interface used at LSU Health New Orleans. Other co-authors do not have any conflict of interest/financial issues to disclose regarding the manuscript and its content.