A Method for Providing High-Volume Interprofessional Simulation Encounters in Physical and Occupational Therapy Education Programs

INTRODUCTION: With an increasing emphasis on interprofessional education within the allied health professions, simulation has potential for being a useful teaching modality for providing collaborative learning experiences for occupational and physical therapist students. However, there are many challenges associated with conducting simulations with large numbers of students. The present paper describes the design, planning, cost, and support staff time required for conducting an interprofessional simulation of the intensive care setting, including a methodology for maximizing resources and student opportunities for participation for 64 physical and occupational therapy students over a 4 hour time period. METHODS: Descriptive analysis of the design, planning, execution, and required resources for conducting a simulation using standardized patients. Qualitative analysis of self and peer review documents, as well as the overall simulation debriefing for relevant themes related to student experiences and learning outcomes. RESULTS: The ability to both observe and directly participate in a simulation is highly valued by students. Themes related to range of motion measurement, patient-centered care, role delineation, and logistics emerged from the qualitative analysis. CONCLUSIONS: Simulation-based learning is highly-valued and well-liked by students, but requires considerable staff and monetary resources beyond the time the primary faculty member might spend developing a new laboratory or learning activity. The actual cost of a simulation could vary considerably between institutions depending on the level of fidelity and technology available or desired, the salary of the staff utilized to plan and conduct a simulation, and the availability and quality of technological infrastructure (e.g., video servers, cameras)