Re-Examining interprofessional simulation: Using social identity theory to explore the influence of ‘profession’ on interprofessional learning

Abstract

   In this article we explore and reflect upon a shared experience of interprofessional simulation-based education (IP-SBE) in the United Kingdom (UK) which caused us to discuss the assertion by the Interprofessional Education Collaborative (IPEC) that “interprofessional learning experiences help prepare future health professionals for enhanced team-based care of patients and improved population health outcomes.” We utilized social identity theory (SIT) to consider the impact of ‘profession' on identity and its role in the behaviors we observed during an IP-SBE conference workshop. In this workshop the personal importance given to one's professional group dominated and hindered the opportunity for interprofessional group working and this reflected our experiences in IP-SBE more widely. Belonging to an 'in-group' is a strong force that, although at times a negative force, could be used to promote the ambitions of IP-SBE. IP-SBE sessions could look to form an 'in-group' based on a characteristic that is not clinical professional background and in doing so be more successful in attaining the aspirations of IPEC and the interprofessional educational community.