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. 2024 Oct 12;9(1):43.
doi: 10.1186/s41077-024-00313-3.

Changing the conversation: impact of guidelines designed to optimize interprofessional facilitation of simulation-based team training

Mindy Ju  1 , Naike Bochatay  2 , Alexander Werne  3 , Jenna Essakow  4 , Lisa Tsang  5 , Mary Nottingham  6 , Deborah Franzon  7 , Audrey Lyndon  8 , Sandrijn van Schaik  7
Affiliations

Changing the conversation: impact of guidelines designed to optimize interprofessional facilitation of simulation-based team training

Mindy Ju et al. Adv Simul (Lond). .

Abstract

Background: Interprofessional simulation-based team training (ISBTT) is commonly used to optimize interprofessional teamwork in healthcare. The literature documents the benefits of ISBTT, yet effective interprofessional collaboration continues to be challenged by complex hierarchies and power dynamics. Explicitly addressing these issues during ISBTT may help participants acquire skills to navigate such challenges, but guidelines on how to do this are limited.

Methods: We applied an educational design research approach to develop and pilot structured facilitator guidelines that explicitly address power and hierarchy with interprofessional teams. We conducted this work in a previously established ISBTT program at our institution, between September 2020 and December 2021. We first reviewed the literature to identify relevant educational theories and developed design principles. We subsequently designed, revised, and tested guidelines. We used qualitative thematic and content analysis of facilitator interviews and video-recording of IBSTT sessions to evaluate the effects of the guidelines on the pre- and debriefs.

Results: Qualitative content analysis showed that structured guidelines shifted debriefing participation and content. Debriefings changed from physician-led discussions with a strong focus on medical content to conversations with more equal participation by nurses and physicians and more emphasis on teamwork and communication. The thematic analysis further showed how the conversation during debriefing changed and how interprofessional learning improved after the implementation of the guidelines. While power and hierarchy were more frequently discussed, for many facilitators these topics remained challenging to address.

Conclusion: We successfully created and implemented guidelines for ISBTT facilitators to explicitly address hierarchy and power. Future work will explore how this approach to ISBTT impacts interprofessional collaboration in clinical practice.

Keywords: Co-debriefing; Co-facilitation; Collaboration; Communication; Interprofessional; Simulation; Teamwork.

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Conflict of interest statement

The authors declare that they have no competing interests to report.

Figures

Fig. 1
Fig. 1
Timeline of our educational design research
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