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Cited by 0Simulation-Based Education in HealthcareInterprofessional Education and CollaborationInnovations in Medical Education

Ten years of student-reported outcomes from simulation-based interprofessional education in an underrepresented academic setting

Open access
Ojo, Olumide A., Arciaga, Peregrina, Jama, Ayser, Pan, Deyu, Bazargan-Hejazi, Shahrzad·2026·Journal of Interprofessional Care
DOI 10.1080/13561820.2026.2707645
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Abstract

Simulation-based interprofessional education is widely used to foster collaborative competencies among health professions students; however, evidence from underrepresented and minority-serving academic health settings remains limited. We conducted a retrospective program evaluation of simulation-based IPE implemented from 2014 to 2024 at a U.S.-based minority-serving academic health sciences institution, defined here as an institution with a historical mission to educate students underrepresented in medicine and other health professions and to serve diverse communities. Student-reported post-simulation surveys from medical, nursing, pharmacy, and physician assistant students were analyzed descriptively, with trend analyses over time. Open-ended reflections were reviewed thematically to contextualize quantitative findings. This evaluation was not designed as a prospective research trial or pre-post intervention study. The survey was locally developed for program evaluation and had not undergone formal psychometric testing; therefore, findings are interpreted as student-reported perceptions rather than validated measures of interprofessional competence. Data from 452 students demonstrated consistently favorable student-reported perceptions. Significant positive trends were observed for decision-making (p = .01), educational value (p = .04), and desire for more time with simulation scenarios (p = .03). Communication/teamwork (p = .10), appropriateness for educational level (p = .09), and perceived time value (p = .15) showed positive but non-significant trends. Qualitative themes highlighted enhanced interprofessional communication, increased confidence, and persistent challenges related to role clarity. Sustained exposure to simulation-based IPE was associated with positive student-reported perceptions of interprofessional learning in a minority-serving academic health context. Findings highlight the importance of role clarification, structured pre-briefing, competency-aligned simulation objectives, and reflective debriefing to strengthen IPE outcomes.

AI snapshot

Written from the paper’s full text.

TL;DR

This retrospective 10-year program evaluation examined 452 health professions students’ post-simulation surveys after simulation-based interprofessional education at a U.S. minority-serving academic health sciences institution. Students reported consistently favorable perceptions, with significant positive trends in decision-making, educational value, and desire for more simulation time, while role clarity remained a persistent challenge.

Key findings

  • Across 2014–2024, 452 students from medicine, nursing, pharmacy, and physician assistant programs completed post-simulation evaluations and generally reported favorable perceptions of simulation-based IPE.
  • Significant positive trends were observed for interprofessional decision-making (p = .01), perceived educational value (p = .04), and desire for more time with simulation scenarios (p = .03).
  • Communication/teamwork (p = .10), appropriateness for educational level (p = .09), and perceived time value (p = .15) showed positive but non-significant trends.
  • Qualitative themes were enhanced interprofessional communication and collaboration, increased confidence and professional identity formation, and ongoing challenges with role clarity; pharmacy and physician assistant students more often emphasized leadership and shared decision-making, nursing students emphasized clinical reasoning and patient-centered communication, and early-stage medical students reported smaller confidence gains.

Methods

  • Retrospective educational program evaluation using routinely collected post-simulation evaluation data from simulation-based IPE activities implemented from 2014 to 2024; IRB exemption was obtained.
  • Participants were 452 students from medicine, nursing, pharmacy, and physician assistant programs; participation was mandatory for medical students and variably embedded for other programs.
  • A locally developed 5-point Likert post-simulation survey assessed time spent with scenarios, teamwork/communication, critical decision-making, educational effectiveness, time value, and appropriateness for educational level; quantitative data were summarized descriptively and linear regression examined temporal trends at p < .05, while open-ended responses were analyzed thematically using an inductive approach without formal independent double-coding.

Limitations

  • The paper states that this was a retrospective program evaluation using routinely collected data, not a prospective trial or pre-post intervention study, so findings reflect student-reported perceptions rather than validated measures of interprofessional competence, behavior, or performance.
  • The paper states that the survey was locally developed for program improvement and had not undergone formal psychometric testing; exposure to simulation-based IPE varied across disciplines and years, limiting direct comparison across learner groups.
  • The paper states that domain means were consistently high and clustered near the upper end of the 5-point scale, suggesting possible ceiling effects and restricted variability, so significant positive trends should be interpreted cautiously; open-ended responses lacked formal independent double-coding, and the single-institution setting may limit transferability.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.1080/13561820.2026.2707645

Cites

6 of 6 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

5 of 14 cited sources checked · 0 supported · 0 flagged · accuracy not yet measured

  • Premisecitation

    Less is known about the implementation and perceived value of IPE simulation in minority-serving and resource-limited institutions.

    “Less is known about the implementation and perceived value of IPE simulation in minority-serving and resource-limited institutions”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Reeves et al., 2013 source

      The Implications for research section calls for more evidence about IPE in relation to resources, and the Discussion says intervention development should better account for context and implementation (page numbers unavailable). These passages support a general research gap, but they do not establish the specific gap claimed for simulation, perceived value, or minority-serving and resource-limited institutions. (LLM, conf=0.82)

      Experimental — accuracy not yet measured
  • Premisecitation

    Much of the existing literature on simulation-based IPE originates from well-resourced academic medical centers with established simulation infrastructure.

    “much of the existing literature originates from wellresourced academic medical centers with established simulation infrastructure (Dyess et al., 2019;Gilbert et al., 2010)”
    Quote in the paperSubstantial claim1 of 2 sources checked
    • cites Dyess et al., 2019 source

      The References list simulation-based IPE studies, but neither those entries nor the review’s Discussion identifies their institutions as well-resourced academic medical centers or assesses their simulation infrastructure. Searches for those terms and for study settings found no passage establishing where much of the literature originates. (LLM, conf=0.76)

      Experimental — accuracy not yet measured
    • cites Gilbert et al., 2010

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Findingown data

    Pharmacy and physician assistant students more frequently emphasized gains in leadership and shared decision-making.

    “Pharmacy and physician assistant students more frequently emphasized gains in leadership and shared decision-making”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The locally developed post-simulation survey validly captures students' perceptions of the measured domains.
  • Findingown data

    Students reported consistently favorable perceptions of simulation-based IPE across the measured domains.

    “Data from 452 students demonstrated consistently favorable student-reported perceptions.”
    • Also stated in: § Results · hedged
      “Overall, students reported favorable perceptions of simulation-based IPE across the measured domains, suggesting that learners generally viewed the activities as educationally valuable and appropriate for their level of training.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The locally developed post-simulation survey validly captures students' perceptions of the measured domains.
  • Findingown data

    Communication and teamwork showed a positive but non-significant trend over time (p = .10).

    “Communication/teamwork (p = .10)”
    • Also stated in: § Results · plain
      “Communication and teamwork (p = .10)”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The locally developed post-simulation survey validly captures students' perceptions of the measured domains.
  • Classified as probably not a substantial claim. 8
  • May combine two claims. 9
  • The quote only partly states this claim. 1

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    Simulation-based IPE offers experiential, psychologically safe opportunities for learners to practice interprofessional communication, clinical reasoning, and shared decision-making across professional boundaries, translating theoretical knowledge into applied team-based skills.

    “Simulation-based IPE offers experiential, psychologically safe opportunities for learners to practice interprofessional communication, clinical reasoning, and shared decision-making across professional boundaries, translating theoretical knowledge into applied team-based skills (Bianchi et al., 2019;Zhang et al., 2011).”
    Quote in the paperSubstantial claim1 of 2 sources checked
    • cites Bianchi et al., 2019 source

      Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.

      Experimental — accuracy not yet measured
    • cites Zhang et al., 2011

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    Interprofessional education prepares health professions students to collaborate effectively in team-based care environments and has been associated with improvements in teamwork, communication, and professional role understanding.

    “Interprofessional education (IPE) prepares health professions students to collaborate effectively in team-based care environments and has been associated with improvements in teamwork, communication, and professional role understanding (Dyess et al., 2019;Gilbert et al., 2010;Reeves et al., 2013).”
    Quote in the paperSubstantial claim2 of 3 sources checked
    • cites Dyess et al., 2019 source

      The Discussion (Summary of evidence; page not provided) reports improved attitudes toward teamwork and communication, and describes IPE as preparation for collaboration. The Introduction (Rationale; page not provided) says students learn about their own and colleagues’ professions, but the review does not report an improvement in professional role understanding as a measured outcome. Its reported teamwork outcomes are chiefly attitudes and self-perceptions, rather than demonstrated effectiveness in team-based care. (LLM, conf=0.84)

      Experimental — accuracy not yet measured
    • cites Gilbert et al., 2010

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Reeves et al., 2013 source

      The Background says IPE can affect learners’ attitudes, knowledge, and collaboration skills, and describes its role in preparing providers for collaborative practice. But the review explicitly excludes studies of learners’ collaboration skills and does not establish improvements in all three specified areas—teamwork, communication, and professional role understanding—among health professions students. (LLM, conf=0.85)

      Experimental — accuracy not yet measured

  • The quote only partly states this claim.

    Findingown data

    452 students from medicine, nursing, pharmacy, and physician assistant programs completed post-simulation evaluations across the 10-year period 2014-2024.

    “Participants included 452 students from medicine, nursing, pharmacy, and physician assistant programs.”
    • Also stated in: § Results · plain
      “Across the 10-year period, 452 students completed postsimulation evaluations.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Domain means were consistently high and clustered near the upper end of the 5-point response scale, suggesting possible ceiling effects and restricted variability.

    “Fifth, domain means were consistently high and clustered near the upper end of the 5point response scale, suggesting possible ceiling effects and restricted variability.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The locally developed post-simulation survey validly captures students' perceptions of the measured domains.

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Interpretationreasoning

    The smaller gains in confidence reported by early-stage medical students may reflect more limited prior clinical exposure.

    “which may reflect more limited prior clinical exposure.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Study design and conductnone given

    The survey was locally developed for program evaluation and had not undergone formal psychometric testing.

    “The survey was locally developed for program evaluation and had not undergone formal psychometric testing”
    • Also stated in: § Methods · plain
      “The survey was developed for internal program monitoring and curriculum improvement and had not undergone formal psychometric testing.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    The qualitative findings are presented as contextual program evaluation findings rather than as a stand-alone qualitative study.

    “therefore, the qualitative findings are presented as contextual program evaluation findings rather than as a stand-alone qualitative study.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Thematic analysis without formal independent double-coding yields valid and reliable themes.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationnone given

    The single-institution setting may limit transferability.

    “Finally, the single-institution setting may limit transferability.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Study design and conductnone given

    Formal independent double-coding was not conducted for the open-ended responses.

    “Formal independent double-coding was not conducted”
    • Also stated in: § Limitations · plain
      “formal independent double-coding was not conducted.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    An Institutional Review Board (IRB) exemption was obtained.

    “An Institutional Review Board (IRB) exemption was obtained.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationown data

    Learners generally viewed the simulation activities as educationally valuable and appropriate for their level of training.

    “suggesting that learners generally viewed the activities as educationally valuable and appropriate for their level of training.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The locally developed post-simulation survey validly captures students' perceptions of the measured domains.

  • May combine two claims.

    Study design and conductnone given

    The evaluation did not use a pre-post design or objective assessments of team performance or behavioral change.

    “Second, the evaluation did not use a pre-post design or objective assessments of team performance or behavioral change.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    Students generally perceived the simulations as educationally valuable, relevant to their level of training, and supportive of collaborative decision-making, communication, teamwork, leadership, and professional role awareness.

    “Students generally perceived the simulations as educationally valuable, relevant to their level of training, and supportive of collaborative decision-making, communication, teamwork, leadership, and professional role awareness.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The locally developed post-simulation survey validly captures students' perceptions of the measured domains.
    • Rests on an assumption: Thematic analysis without formal independent double-coding yields valid and reliable themes.

  • May combine two claims.

    Interpretationown data

    Significant trends in decision-making, educational value, and desire for additional simulation exposure, together with qualitative findings, suggest that sustained simulation-based IPE can support interprofessional readiness while revealing role clarity as a persistent curricular challenge.

    “Significant trends in decision-making, educational value, and desire for additional simulation exposure, together with qualitative findings, suggest that sustained simulation-based IPE can support interprofessional readiness while revealing role clarity as a persistent curricular challenge.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The locally developed post-simulation survey validly captures students' perceptions of the measured domains.
    • Rests on an assumption: Thematic analysis without formal independent double-coding yields valid and reliable themes.

  • May combine two claims.

    Study design and conductnone given

    Exposure to simulation-based IPE varied across disciplines and years, which may have influenced student ratings and limits direct comparison across learner groups.

    “Fourth, exposure to simulation-based IPE varied across disciplines and years, which may have influenced student ratings and limits direct comparison across learner groups.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisenone given

    The benefits of simulation-based IPE are well documented.

    “While the benefits of simulation-based IPE are well documented”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Premisenone given

    The domains assessed in this evaluation, including communication, teamwork, leadership, shared decision-making, and role awareness, align with core areas of interprofessional collaborative practice.

    “The domains assessed in this evaluation, including communication, teamwork, leadership, shared decision-making, and role awareness, align with core areas of interprofessional collaborative practice.”
    Quote in the paperSubstantial claim
17 of 17

  • The paper relies on this without support.

    Historically Black graduate institutions and other minority-serving schools often operate within structural constraints, including limited access to high-fidelity simulation resources and variable faculty development opportunities.

    “Historically Black graduate institutions and other minorityserving schools often operate within structural constraints, including limited access to high-fidelity simulation resources and variable faculty development opportunities.”

  • The paper relies on this without support.

    The locally developed post-simulation survey validly captures students' perceptions of the measured domains.

    “The survey was developed for internal program monitoring and curriculum improvement and had not undergone formal psychometric testing.”

  • The paper relies on this without support.

    Thematic analysis without formal independent double-coding yields valid and reliable themes.

    “Formal independent double-coding was not conducted; therefore, the qualitative findings are presented as contextual program evaluation findings rather than as a stand-alone qualitative study.”

  • The paper relies on this without support.

    The simulation-based IPE program was sufficiently consistent over the 2014-2024 period for linear regression to meaningfully describe temporal trends in student-reported ratings.

    “Quantitative data were summarized descriptively, and linear regression was used to examine temporal trends in studentreported ratings over time, with statistical significance set at p < .05.”
4 of 4

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Funding acquisition conflicts with no-funding statement

    Minor

    The funding statement says no funding was associated with this work, but the contribution statement credits an author with acquiring funding for it.

1 of 1

Cites

Flagged first, then by citations

Research works printed but not linked: 1

  1. Gilbert, J. H., Yan, J., & Hoffman, S. J. (2010). A WHO report: Framework for action on interprofessional education and collaborative practice. Journal of Allied Health, 39(1), 196–197.

Cited by

Still being checked.

Related

Authors
Ojo, O. A., Arciaga, P., Jama, A., Pan, D., & Bazargan-Hejazi, S.
Affiliations
  • Charles R. Drew University of Medicine and Science (US)
  • University of California, Los Angeles (US)
  • Alice L. Walton School of Medicine
ORCID
Venue
Journal of Interprofessional Care
Publisher
Informa UK Limited
Published
2026-08-05
Pages
1-4
ISSN
  • 1356-1820 (ISSN-L)
  • 1469-9567
DOI
10.1080/13561820.2026.2707645
OpenAlex
W7172480566
Semantic Scholar
e4d614a926a8f3cc2cc871ea0162134dfc746a9f
Cited by
0
References
5
FWCI
0.00
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of Interprofessional Care (publishedVersion, cc-by)
  • PubMed (publishedVersion)
Topics
  • Health Sciences › Medicine › Physiology › Simulation-Based Education in Healthcare
  • Health Sciences › Health Professions › General Health Professions › Interprofessional Education and Collaboration
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
Keywords
student perceptions, interprofessional communication, teamwork, role clarity, debriefing, prebriefing, collaborative competencies

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