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Trial Lecture – time and place
See Trial Lecture.
Adjudication committee
- First opponent: Principal researcher Klas Karlgren, Karolinska Institutet, Sweden
- Second opponent: Associate Professor Peter Musaeus, Aarhus University, Denmark
- Third member and chair of the evaluation committee: Professor II Marit Helen Andersen, Faculty of Medicine, University of Oslo
Chair of the Defence
Associate Professor Øyvind Holme, University of Oslo
Principal Supervisor
Associate Professor Anja Maria Brænd, Faculty of Medicine, University of Oslo
Summary
Healthcare students need to develop competence in interprofessional collaboration (IPC) during their education. Few studies report the use of sub-acute scenarios to develop the students’ IPC competence.
The aim was to explore the unfolding activities in common, sub-acute simulation scenarios from primary care as learning opportunities for healthcare students to develop competence in IPC.
In a validation study, we established evidence of validity for the Norwegian version of The Interprofessional Collaborative Competency Attainment Survey (ICCAS). This ensures that institutions offering interprofessional courses in Norway have access to a validated tool to assess students’ self-reported interprofessional competence.
In interaction analysis of video recordings from the simulation sessions, the students’ interactions revealed that development of a shared treatment plan provided them with a concrete task that had potential to activate their collaborative skills. This may lead to improved interprofessional communication and collaboration. In addition, it might provide a more coherent plan for the patient.
In focus group interviews, the students highlighted that realism and authenticity of the scenarios was important to engage in the simulation. They explained that the vague symptoms the patient presented gave them opportunities to collaborate, listen to each other, and use each other’s competence to solve the clinical problem. Participating in these scenarios increased their confidence in IPC and made them more comfortable in expressing their opinions in future IPC. Furthermore, the students indicated a positive change in self-assessed IPC through ICCAS after participation.
Overall, simulation training with common, sub-acute simulation scenarios from primary care offers realistic learning opportunities for IPC. Introducing these scenarios has the potential to expand healthcare students’ collaborative competence and prepare them for future interprofessional work.
Additional information
Contact the research support staff.