Interprofessional learning in general practice: A pilot study using in-practice emergency simulation

Abstract

The pressures on general practice training are increasing. As the number of general practice (GP) learners (medical students, prevocational doctors, GP registrars, practice nurses) grows, under current models of GP training, it will be necessary to expand the teaching capacity of practices without over-straining current GP trainers/supervisors. There is a call for better understanding of the ways in which interprofessional learning can address the education needs of learners in general practice (Reeves & Goldman, 2009). Increasing knowledge, acceptance and confidence about interprofessional learning and teaching has potential to assist in expanding teaching capacity in general practice if it is introduced in a relevant, time effective and engaging way (Reeves & Goldman, 2009).

Simulation-based learning is one of five interactive learning methods commonly used in interprofessional learning in medicine, other methods being exchange-based (e.g., seminar-based discussions), observation-based (e.g., joint visits to patients/ clients), problem-focused (e.g., problem-based learning) and practice-based (e.g., interprofessional clinical placements) (Barr, Koppel, Reeves, Hammick, & Freeth, 2005). Simulation is already used as part of general practice registrar training, but there is a call to integrate simulation into interprofessional education (Robertson & Bandali, 2008). This paper reports on a pilot project examining interprofessional learning in GP teams during simulated emergency scenarios in general practice settings.