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The use of inter-professional (IP) learning events in postgraduate education has been well established over the past few years within the UK. In fact, there is evidence that IP simulation has a much bigger impact on learning than the traditional uni-professional (UP) simulation. Indeed, a study by Watters et al demonstrated that IP simulation training resulted in greater improvements in communication, teamwork and leadership skills for doctors and nurses in comparison with UP simulation.1 Likewise, it is clearly stated in the General Medical Council’s document ‘Outcome for Graduates’ that newly qualified doctors must be able to ‘learn and work effectively within a multi-professional team,’2 demonstrating the importance that is placed on IP working and learning.
Although there have been attempts to improve IP education within undergraduate education, there is evidence that these students, particularly those studying medicine, get comparatively inadequate interaction with other groups of health professionals until qualification.3 It was on this premise that the medical educational team at Princess Alexandra Hospital NHS Trust, a district general hospital in the UK, organised IP high-fidelity simulation afternoons involving medical, nursing and physician associate (PA) students. The aims of the sessions were to promote teamwork, communication and leadership skills among the students.
In total, there were …
Contributors PS, AF and LE organised and ran the course, collected the data and wrote the manuscript.
Competing interests None declared.
Provenance and peer review Not commissioned; internally peer reviewed.
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