assessing the effectiveness of online interprofessional education simulations: a pre-post comparison of student learning

Historically, most interprofessional simulations with standardized patients have occurred via face-to-face encounters; however, the covid-19 pandemic necessitated rapid pivoting to (re)create meaningful, online experiences for individuals separated due to social distancing. this study integrated e-learning strategies into a simulation scenario where interprofessional learners worked collaboratively online to care for a standardized patient presenting with subacute stroke symptoms. e-learning strategies emphasized “real world” applicability (e.g., telehealth), encouraged asynchronous self-directed learning, required learners to incorporate previous educational knowledge, built communities of learning, necessitated completion of team-based deliverables, and included “elements of surprise” to evoke emotions. a total of 376 students participated in the online simulation, from medicine, nursing, occupational therapy, physical therapy, physician assistant, and social work programs. matched pre- and post-session responses to a validated instrument assessing interprofessional values and interactions were available for 319 students (85%). statistically significant advancements in self-reported skills were apparent in students’ pre- to post-session responses for both the interprofessional interactions and values domains of the interprofessional education collaborative (ipec) self-assessment tool (p<0.001). incorporating e-learning strategies into a complex simulation conducted online via zoom was effective in helping students achieve desired interprofessional competencies.