The Effectiveness of Interdisciplinary Simulation Experiences Utilized in Healthcare Education

Abstract

Background: Implementing interdisciplinary simulation experiences (ISE) into the curriculum of healthcare students often increases one's exposure to real-life scenarios while allowing educators the opportunity to utilize experiential learning strategies. These experiences also increase the quality and continuity of care and allow students the opportunity to develop teamwork, leadership, and communication skills. The purpose of this study was to measure the potential gain in these three skills through the use of ISE by assessing student perceptions and outcomes. Methods: Following IRB approval, 104 health science students from the respiratory care, nursing, and radiology programs at Midwestern State University were divided into two equal groups, the control group (CG) and the experimental group (EG). Within the study, the CG completed a pre and post survey but was not exposed to the ISE. The EG completed the pre-survey, took part in the ISE, and completed the post-survey. Both surveys were conducted to measure the students’ understanding of leadership, teamwork, and communication skills while determining if any significant differences were found after the exposure to the ISE. The results from the EG and the CG were evaluated to establish any significant differences between the two groups of students. Results: Based on pre-survey data obtained through independent samples t-tests, students from the EG and the CG had similar existing knowledge of all three skills: (leadership) EG (M = 4.65) and CG (M = 4.69), (t [102] = 0.31, P > .05); (teamwork) EG (M = 4.48) and CG (M = 4.48), (t [102] = 0, P > .05); (communication) EG (M = 4.88) and CG (M = 4.87), (t [102] = 0.29, P > .05). According to post-survey data, students that participated in the ISE had a better understanding of leadership, teamwork, and communication than those students that did not participate: (leadership) EG (M = 4.87) and CG (M = 4.65), (t [102] = 2.14, P < .05); (teamwork) EG (M = 4.83) and CG (M = 4.52), (t [102] = 3.08, P < .01); (communication) EG (M = 4.98) and CG (M = 4.83), (t [102] = 2.73, P < .01). Conclusions: According to the results, both groups had similar pre-existing knowledge of leadership, teamwork, and communication skills prior to the ISE. In contrast, according to the post-experience survey results, students that participated in the ISE exhibited far better understanding of leadership, teamwork, and communication skills than those that did not participate in the ISE.