Early introduction to interprofessional learning: a simulated ward environment

Jean Ker, Lesley Mole, Paul Bradley

    Research output: Contribution to journalArticlepeer-review

    122 Citations (Scopus)


    A simulated ward environment was created in the Clinical Skills Centre around patients with common medical conditions. Students were allocated to interprofessional teams and, after a briefing given in the form of a ward report, were asked to take responsibility for the ward for ‘a shift’. Observers from the Schools of Medicine and Nursing charted their progress in relation to evidence of collaborative team working, effective leadership, the ability to prioritise workload and competence in clinical performance. Evaluations of the exercise were taken from all participants. The criteria for formative assessment were reviewed by the observers after the exercise and a focus group was used to generate additional criteria and modify those piloted. Results The exercise was perceived positively by all participating groups. Themes for evaluation of future exercises and modified criteria for future assessment were identified. Conclusions The exercise gave students their first experience of participating independently in a realistic and safe operational ward setting. It proved to be a powerful learning experience for the students
    Original languageEnglish
    Pages (from-to)248-255
    Number of pages8
    JournalMedical Education
    Issue number3
    Publication statusPublished - Mar 2003


    • Clinical competence
    • Teaching standards
    • Interprofessional relations
    • Curriculum
    • Great Britain
    • Education
    • Medical methods


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