Re-Examining interprofessional simulation: Using social identity theory to explore the influence of ‘profession’ on interprofessional learning

<h2>Abstract</h2> In this article we explore and reflect upon a shared experience of interprofessional simulation-based education (IP-SBE) in the United Kingdom (UK) which caused us to discuss the assertion by the Interprofessional Education Collaborative (IPEC) that "<i>interprofessional learning experiences help prepare future health professionals for enhanced team-based care of patients and improved population health outcomes</i>." We utilized social identity theory (SIT) to consider the impact of ‘profession' on identity and its role in the behaviors we observed during an IP-SBE conference workshop. In this workshop the personal importance given to one's professional group dominated and hindered the opportunity for interprofessional group working and this reflected our experiences in IP-SBE more widely. Belonging to an 'in-group' is a strong force that, although at times a negative force, could be used to promote the ambitions of IP-SBE. IP-SBE sessions could look to form an 'in-group' based on a characteristic that is not clinical professional background and in doing so be more successful in attaining the aspirations of IPEC and the interprofessional educational community.