Simulating the process of stroke management: An innovative, collaborative approach to interprofessional simulation-based learning in undergraduate health professions education.
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| Title: | Simulating the process of stroke management: An innovative, collaborative approach to interprofessional simulation-based learning in undergraduate health professions education. |
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| Authors: | Tamás, Éva1 (AUTHOR) Eva.Tamas@liu.se, Hjelmfors, Lisa2 (AUTHOR), Abrandt Dahlgren, Madeleine2 (AUTHOR) |
| Source: | Medical Teacher. Jul2026, Vol. 48 Issue 7, p1116-1119. 4p. |
| Subject Terms: | *Interdisciplinary education, *Interprofessional relations, *Medical education, *Diffusion of innovations, *Undergraduates, *Simulation methods in education, *Ability, *Learning strategies, *Training, Teams in the workplace, Medical care, Patient-centered care, Stroke rehabilitation |
| Abstract: | What was the educational challenge?: Designing learning opportunities for managing complex patient conditions is challenging. Simulation-based learning that follows the patient can illustrate intervention trajectories enhancing understanting of professional collaboration for students in healthcare professional education (HPE). What was the solution and how was it implemented?: A sequential interprofessional simulation learning activity (IPS) was designed to illustrate the clinical pathway in which health professionals encounter stroke patients in a chain of linked scenarios from the emergency room to home rehabilitation. The expected learning outcomes were medical and interprofessional competencies. Six undergraduate HPE programs were involved. Students rotated between acting in scenarios and observing them. Acting teams documented patient management while observing teams planned the next care phase. The dominant care-provider role rotated based on the patient's condition. The day ended with a debriefing session. What lessons were learned and what are the next steps?: The activity raised students' awareness of the importance of interprofessional collaboration including planning, treatment, intervention, and rehabilitation. Integrating IPS Stroke into the schedule was a logistical challenge. IPS Stroke provides insight into complex patient management. Students must balance medical care delivery, organizational frameworks, and the roles of different stakeholders. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | What was the educational challenge?: Designing learning opportunities for managing complex patient conditions is challenging. Simulation-based learning that follows the patient can illustrate intervention trajectories enhancing understanting of professional collaboration for students in healthcare professional education (HPE). What was the solution and how was it implemented?: A sequential interprofessional simulation learning activity (IPS) was designed to illustrate the clinical pathway in which health professionals encounter stroke patients in a chain of linked scenarios from the emergency room to home rehabilitation. The expected learning outcomes were medical and interprofessional competencies. Six undergraduate HPE programs were involved. Students rotated between acting in scenarios and observing them. Acting teams documented patient management while observing teams planned the next care phase. The dominant care-provider role rotated based on the patient's condition. The day ended with a debriefing session. What lessons were learned and what are the next steps?: The activity raised students' awareness of the importance of interprofessional collaboration including planning, treatment, intervention, and rehabilitation. Integrating IPS Stroke into the schedule was a logistical challenge. IPS Stroke provides insight into complex patient management. Students must balance medical care delivery, organizational frameworks, and the roles of different stakeholders. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2025.2547731 |
