Simulation-based learning enhances interprofessional competencies in undergraduate health students: a retrospective pre-post study

Simulation-Based Learning (SBL) is an interactive teaching method that replicates real-world clinical settings to train healthcare professionals. Interprofessional Education and Collaborative Practice (IPECP) brings together students from various health disciplines to learn collaboratively, promoting teamwork and effective communication. Although international guidelines support SBL in IPECP and its benefits are well-documented, there is a lack of research on how undergraduate students across different disciplines perceive this approach. This study aimed to assess undergraduate health professions students’ perceptions of SBL as a tool for promoting IPECP across multiple disciplines. A quantitative, retrospective pre-post design was used involving N = 540 undergraduate students from various health disciplines. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) was administered after the SBL intervention. Paired and independent samples t-tests were used to analyze pre- and post-test differences and gender comparisons. Significant improvements (all p < 0.001) were found across all the six interprofessional competency domains. Female students showed significantly higher post-test scores in several domains compared to males, although no pre-test gender differences were observed. SBL significantly enhances students’ perceptions about their interprofessional competencies among first-year undergraduate health students and fosters the development of collaborative practice early in their training. The observed gender differences in post-intervention outcomes highlight the need for further investigation into engagement dynamics within SBL. This study contributes to the limited body of research on undergraduate students' perceptions of SBL in IPECP across multiple disciplines. It offers empirical support for integrating simulation into interprofessional curricula.