The use of an Inter-Professional Simulation-based Education (IPSE) task as an authentic formative assessment: an Action Research project

Inter-Professional Education (IPE) has, over the last decade taken a more prominent position in the curriculum of medical and health related degree courses (Lawlis et al, 2014). Within this, Experiential Learning theory has become an accepted underpinning educational model, with students supported to learn ‘from, with and about each other’ whilst practically engaging in a meaningful activity (Fewster-Thuente, 2018). As part of this more situated approach, assessment tasks that require students to respond to realistic recreations of clinical scenarios has become more prevalent (Baker et al, 2008). The increasing inclusion of Inter-Professional Simulation-based Education (IPSE) tasks reflects this, as well as the emerging role and use of technology to enhance learning (Gough et al, 2012). Guided by the above trends, an innovative action research project was undertaken to explore the use of an IPSE task as an authentic formative assessment for IPE learning outcomes; communication, teamwork and understanding of the role of other professions (Interprofessional Education Collaborative, 2011). Emphasis was placed upon exploring IPSE from both the student and tutor’s perspective, as the current evidence base often takes an exclusively student viewpoint. As part of the research project, Physiotherapy (PT) and Social Work (SW) degree programmes collaborated to run an Inter-Professional Learning event, during which students completed an IPSE task. Students from across PT, SW and Occupational Therapy worked together to complete a risk assessment, and then propose a management strategy for a service user following a home visit completed at a simulation property. Analysis of student feedback gathered after the event was consistent with a recent systematic review (Olson & Bialocerkowski, 2014). However, whilst tutors also recognised the value of IPSE to student gain, previously under considered issues regarding authenticity, collaboration logistics and Higher Education barriers were highlighted. This suggests that future exploration of the use of IPSE as an authentic formative assessment tool within IPE needs to take a more inclusive perspective. The perceptions and gains to the tutor need to be better understood to ensure drivers and restrainers to effective IPE assessment are better understood. It is now the intention to develop this project further; to explore the use of IPSE as an authentic summative assessment tool, to consider what variables (e.g. a wider representation of professions) influence simulation authenticity, and to continue to add to the evidence base with regards to the perceived value of IPSE from both the student and tutor’s perspective. References: Baker, C., Pulling, C., McGraw, R., Dagnone, J.D., Hopkins‐Rosseel, D. and Medves, J. (2008) Simulation in interprofessional education for patient‐centred collaborative care. Journal of advanced nursing, 64(4), pp.372-379. Fewster-Thuente, L. (2018) Kolb's Experiential Learning Theory as a Theoretical Underpinning for Interprofessional Education. Journal of allied health, 47(1), pp.3-8. Gough, S., Hellaby, M., Jones, N. and MacKinnon, R. (2012) A review of undergraduate interprofessional simulation-based education (IPSE). Collegian, 19(3), pp.153-170. Interprofessional Education Collaborative (2011) Team-based competencies: Building a shared foundation for education and clinical practice. Washington, DC: Interprofessional Education Collaborative. Lawlis, T.R., Anson, J. and Greenfield, D. (2014) Barriers and enablers that influence sustainable interprofessional education: a literature review. Journal of interprofessional care, 28(4), pp.305-310. Olson, R. and Bialocerkowski, A. (2014) Interprofessional education in allied health: a systematic review. Medical education, 48(3), pp.236-246