Recent research suggests that serious gaming is a promising strategy for interprofessional education (IPE). This report describes the design and pilot testing of a large-scale, mobile, ...technology-enhanced serious game embedded in the IPE curriculum in Geneva, Switzerland. Organized into teams of eight, the students were tasked with finding a young patient who had just escaped from the intensive care unit. Through a series of 10 stations, they explored hospital- and community-based locations of the healthcare system and were engaged in various learning and game activities; they were rewarded with cues to unveil the mystery. A total of 582 undergraduate students from seven disciplines (medicine, midwifery, nursing, nutrition-dietetics, pharmacy, physiotherapy, and technology in medical radiology) took part. Survey results (response rate: 62.8%) suggest that an overall majority of students valued the game, particularly the collaborative experience of actively learning from others in autonomous teams. Qualitative feedback allowed us to identify future areas for improvement: simplifying the adventure storyline and optimizing student flow. Educational institutions across the world facing challenges when creating IPE activities will find in this report ideas and lessons learnt to use mobile technology and serious gaming for large cohorts of students.
We identified evidence from item response theory (IRT) to examine a German translation of the Interprofessional Facilitation Scale (IPFS). The IPFS was administered to
= 130 mixed-health profession ...participants in a post-interprofessional education practicum questionnaire. We used IRT analyses to examine the following three aspects of the IPFS: (a) general factor strength, (b) subscale usability, and (c) item bias. First, findings indicate a strong, general factor underlying the IPFS that supports unidimensional interpretations. Second, findings supported IPFS overall reliability, but failed to support subscale reliabilities. Third, item bias assessment using a comparator-French sample (
= 89) indicated insubstantial differences across German and French samples. Taken together, we find sufficient evidence to support the IPFS-German translation's application in IPE contexts and unidimensional interpretations. Subscores are not advisable for interpretation, and future researchers should aim to further inspect potential item bias.
This study aimed to translate the Interprofessional Facilitation Scale in French and validate its use for interprofessional simulation training. Experts translated the items into French and then back ...translated them into English. Data used for the validation were collected from interprofessional simulation trainings. Experts and observers found the scale's content validity was suitable. A principal component analysis was conducted. The Kaiser-Meyer-Olkin test value was 0.88 and two factors were identified, that explained 59.9% of the variance. They were labeled: (a) Opportunity of Interprofessional Learning and (b) Psychological Safety. The Cronbach's alpha measure of internal consistency was 0.91. The learning simulation environment explained the structure of the scale. This study provides evidence that the French version of Interprofessional Facilitation Scale can be used in the context of interprofessional simulation training.
Contexte :
Les professionnels et futurs professionnels de la santé ont pour mission de délivrer des soins sûrs et de qualité malgré la complexité croissante des problèmes de santé que présente la ...population. La collaboration interprofessionnelle est une des solutions prometteuses pour répondre, à long terme, à ces enjeux sanitaires et démographiques. En réponse à ces défis, le Centre interprofessionnel de simulation (CiS) a développé la simulation interprofessionnelle pour enseigner la collaboration interprofessionnelle aux étudiants des différentes filières de formation en santé ainsi qu’aux professionnels en activité.
Problématique :
Une enquête conduite au CiS a confirmé que la facilitation de simulations interprofessionnelles est particulièrement exigeante pour les formateurs et ce d’autant plus qu’ils l’effectuent en binômes interprofessionnels.
Description du programme :
Le CiS a donc développé un programme original de formation de formateurs en simulations interprofessionnelles pour leur permettre d’être à la fois efficaces et à l’aise lors de ces enseignements interprofessionnels. Ce programme se décline en trois niveaux : facilitation de simulation, éducation interprofessionnelle et co-facilitation de simulation interprofessionnelle. Au terme de la formation, il est attendu que les formateurs disposent des connaissances et compétences nécessaires à la co-facilitation de simulation interprofessionnelle. Les évaluations reflètent une haute qualité de la formation, avec une adéquation élevée de réponse aux besoins des formateurs. Ceux-ci indiquent augmenter leur niveau de compétences et de connaissances tant en facilitation de simulation qu’en enseignement interprofessionnel.
Conclusion :
Les formateurs formés sont de meilleurs vecteurs pour le transfert des compétences en collaboration interprofessionnelle auprès des étudiants et dans les milieux cliniques.
Background:
Health professionals and future health professionals are tasked with delivering safe, quality care in the face of increasingly complex population health issues. Interprofessional collaboration is one of the promising solutions to address these health and demographic challenges over the long term. In response to these challenges, the Centre interprofessionnel de Simulation (CiS) has developed interprofessional simulation to teach interprofessional collaboration to students in various health education programs as well as to working professionals.
Problem:
A survey conducted at CiS confirmed that facilitating interprofessional simulations is particularly demanding for trainers, especially when they are carried out in interprofessional pairs.
Description of the program:
The CiS has therefore developed an original training program for trainers in interprofessional simulations to enable them to be both effective and comfortable during these interprofessional teachings. This program is divided into three levels: simulation facilitation, interprofessional education and interprofessional simulation co-facilitation. At the end of the training, it is expected that the trainers will have the knowledge and skills necessary to co-facilitate interprofessional simulation. The evaluations reflect a high quality of training, with a high degree of responsiveness to the needs of the trainers. The trainers indicate that they are increasing their level of skills and knowledge in both simulation facilitation and interprofessional teaching.
Conclusion:
Trained trainers are better vehicles for transferring interprofessional collaboration skills to students and clinical settings.
This study aimed to translate the Interprofessional Facilitation Scale in French and validate its use for interprofessional simulation training. Experts translated the items into French and then back ...translated them into English. Data used for the validation were collected from interprofessional simulation trainings. Experts and observers found the scale's content validity was suitable. A principal component analysis was conducted. The Kaiser-Meyer-Olkin test value was 0.88 and two factors were identified, that explained 59.9% of the variance. They were labeled: (a) Opportunity of Interprofessional Learning and (b) Psychological Safety. The Cronbach's alpha measure of internal consistency was 0.91. The learning simulation environment explained the structure of the scale. This study provides evidence that the French version of Interprofessional Facilitation Scale can be used in the context of interprofessional simulation training.
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