Can Student-Centered Interprofessional Sequential Simulations Enhance Students’ Teamwork and Knowledge of Other Professions and Teaching?

Objective: A student-centered voluntary interprofessional sequential simulation course was designed to find out whether students would benefit from interprofessional sequential simulations and be able to create and operate this type of a simulation.Methods: Medical, nursing, paramedic, biomedical laboratory science and radiography students were enrolled.The students were divided into three groups.The assignment for the groups was to create and operate an interprofessional sequential simulation for another group.The simulations should provide a role for every discipline corresponding their education.The students filled two short questionnaires during the planning phase and the post-simulation phase.Results: 23 students (74%) answered the first questionnaire and 20 students (65%) the second questionnaire.The students' attitudes towards interprofessional simulations were overwhelmingly positive.In both surveys they felt that the group was functioning well, their opinions had been heard properly, it was easy to work in an interprofessional team and they were able to contribute to the process the way they wanted to.They also perceived that the work process was well organized and interprofessional work in an electronic environment was successful.Conclusions: The students can create and operate a complex interprofessional sequential simulation if guided by professionals.Interprofessional simulations induced positive experiences and attitudes in healthcare students and promote interprofessional teamwork.This type of simulation promotes active learning.The study asserts also that successful interprofessional simulations are possible to run amidst the global pandemic and it is possible to integrate parts of the processes into electronic environment.