Exploring the implementation of interprofessional simulation-based education in Africa: a scoping review protocol

Abstract

Introduction Interprofessional simulation-based education (IPSE) is a relatively new pedagogical strategy in health professions education curricula in Africa. Therefore, there is a paucity of literature on the implementation of IPSE and the current practice of IPSE in Africa. This scoping review seeks to identify, synthesize and map the evidence base for IPSE at the undergraduate level in health professional institutions in Africa. Inclusion criteria This scoping review will explore the literature on IPSE in undergraduate health profession programmes. It will consider any IPSE activity in Africa, across diverse settings, including designated simulation classrooms, clinical and community settings on any healthcare topic, or clinical skill. Methods The Joanna Briggs Institute guideline for Scoping Reviews will be used to identify and appraise the relevant literature. The databases to be searched include PubMed, CINAHL, PROSPERO, SCOPUS, the Open Science Framework, Cochrane Database of Systematic Reviews, Embase and ERIC. The search will include publications and gray literature. Reference lists of eligible studies will be back-searched. The findings will be summarised in tabular form and a narrative synthesis will inform recommendations and areas for future research and practice.