Advances in simulation (London, England)最新文献

{"title":"Understanding how to maintain paramedic simulation-based education quality: a qualitative study.","authors":"Carl A Webster, Kacper Sumera, Agnieszka Sumera, Jamie Hahn, Lawrence Hill, Helen Henderson, John Sandars","doi":"10.1186/s41077-025-00402-x","DOIUrl":"10.1186/s41077-025-00402-x","url":null,"abstract":"<p><p>BACKGROUND: Simulation-Based Education (SBE) is an essential component of paramedic training, offering a structured environment for students to develop clinical skills and decision-making capabilities. Despite the existence of SBE quality standards, such as those from the Association for Simulated Practice in Healthcare (ASPiH) and the International Nursing Association for Clinical Simulation and Learning (INACSL), the application of these standards in maintaining paramedic SBE quality remains inconsistent. This study explores paramedic educators’ perceptions of SBE quality, the challenges in applying SBE quality standards, and potential strategies for improvement. METHODS: An exploratory qualitative research design was employed, utilising semi-structured interviews with eight paramedic educators from five higher education institutions in the East Midlands, UK. Data were analysed using template analysis to identify key themes related to maintaining paramedic SBE quality. RESULTS: Participants were aware of the importance of quality in SBE, yet demonstrated limited awareness and inconsistent application of formal quality standards, often relying more on informal, experience-driven approaches. Psychological safety and student engagement were emphasised as crucial to effective SBE, yet institutional constraints, including financial limitations, staffing shortages, inadequate faculty training, hindered quality assurance efforts. There were also challenges in standardising simulation scenarios and debriefing practices, with educators highlighting the need for greater institutional support and structured training in simulation pedagogy. CONCLUSIONS: The study highlights significant opportunities to enhance the integration of quality standards in paramedic SBE, emphasising the need for improved faculty training, increased institutional investment, and structured quality assurance mechanisms. Addressing these barriers is essential to ensure consistency, effectiveness, and sustainability in paramedic SBE. </p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13185405/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147391494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Laying the groundwork and designing for trust: why research protocols matter.","authors":"Ellen Davies","doi":"10.1186/s41077-026-00430-1","DOIUrl":"10.1186/s41077-026-00430-1","url":null,"abstract":"<p><p>BACKGROUND: The processes we use to conduct research have evolved over decades and centuries. These evolutions have been shaped by scientific advancements in practice, theory and technology, by community expectations, and through reflections on what we consider to be good research practice. One fundamental process that is not well represented in the public domain is the research protocol, particularly in health simulation and health professions education research. DISCUSSION: Research protocols provide detailed information about why and how research is being conducted. At present, it is not common practice for these documents to be made available to the broader community before data collection commences. Nor is it common practice for protocols to be reviewed alongside final project reports at the peer-review stage. This paper describes and discusses many of the reasons that a priori research protocols are increasingly being made publicly available through peer-reviewed publication or registration on open science platforms. These include the reduction of research waste, the increase in trust we can engender through transparency, and the opportunities we have to learn through the processes of conducting research, not just from the findings. CONCLUSION: Over time, and as a society, there have been important opportunities to consider the standard of research to which we aspire. We have an opportunity here to consider the foundations from which we are working, and to elevate the quality of our projects through strengthening these foundations. The careful design and publication and/or registration of a priori protocols is perhaps the next step we can take to increase the quality of our work and our standing in the scientific and health communities. </p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13085546/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147437964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Simulation-based training in ultrasound-guided pediatric central venous catheterization for anesthesiology residents: transfer to the clinical setting.","authors":"M P Bravo, S Silva, V Contreras, K Azagra, D Barra, M Corvetto","doi":"10.1186/s41077-026-00428-9","DOIUrl":"10.1186/s41077-026-00428-9","url":null,"abstract":"<p><strong>Introduction: </strong>Simulation-based training (SBT) for central venous catheter (CVC) placement has been shown to improve procedural performance, reduce the number of attempts, and increase success rates. However, training for specific populations, such as pediatric patients, remains challenging. Moreover, evidence regarding the transfer of simulation-acquired skills to real clinical practice is limited. The aim of this study was to evaluate the transfer of skills acquired by anesthesiology residents following SBT in ultrasound-guided pediatric CVC placement.</p><p><strong>Methods: </strong>After institutional ethics committee approval, 21 anesthesiology residents were recruited to participate in an SBT program for ultrasound-guided pediatric CVC insertion. The training consisted of six individual one-hour weekly sessions with direct expert feedback, using a pediatric-specific Blue Phantom® simulation model. Pre-and post-training assessments (PRE and POST) were conducted using video-recorded procedures and evaluated by two blinded assessors using a validated Global Rating Scale (GRS). In addition, hand motion metrics were collected using the Imperial College Surgical Assessment Device (ICSAD), including total path length (TPL), number of movements (NM), and total procedure time (TPT). To assess skill transfer, the same evaluation protocol was applied during CVC insertion in pediatric patients undergoing elective cardiac surgery.</p><p><strong>Results: </strong>Fifteen residents completed the training and both PRE and POST assessments. Median GRS scores improved significantly from 34 (interquartile range [IQR], 29.5-38.0) at PRE to 47 (IQR, 44.5-47.5) at POST. Total procedure time decreased significantly from 349.4 (IQR, 264-536) to 290.2 (IQR, 232-335) seconds. No significant differences were observed in total path length or number of movements. Regarding transfer to clinical practice, 13 of 15 residents successfully completed the procedure on their first attempt in real patients. Comparison between the POST simulation assessment and the real-patient assessment showed no significant differences in median GRS scores.</p><p><strong>Conclusions: </strong>Simulation-based training significantly improved anesthesiology residents' performance in simulated ultrasound-guided pediatric CVC placement. Although not all residents were able to successfully complete the procedure in real patients, the findings suggest a potential transfer of skills acquired through simulation to clinical practice.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"11 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12961813/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147367323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Breaking bad news with reflective AI virtual experience (BRAVE): development and evaluation of a generative AI-based simulation tool.","authors":"Orit Karnieli-Miller, Zohar Elyoseph","doi":"10.1186/s41077-026-00429-8","DOIUrl":"10.1186/s41077-026-00429-8","url":null,"abstract":"<p><p>BACKGROUND: Breaking bad news (BBN) to patients is complex and emotionally and cognitively demanding. The way bad news is delivered has implications for patients, their significant others, and healthcare professionals. Despite the development of structured BBN protocols, many health professionals report insufficient training and low self-efficacy for conducting these conversations. While best-practice BBN education exist, opportunities for repeated practice with high-quality feedback are limited, representing a critical barrier to scalability and global health equity, particularly in resource-constrained settings. We developed BRAVE (Breaking Bad News with AI Reflective Virtual Experience), a generative AI-based simulator that includes a written BBN encounter with a virtual patient. Unlike prior AI simulators that primarily offered structured summary feedback, BRAVE explicitly combines a prompted, dialogic reflective debrief followed by personalized feedback mapped to the SPwICES protocol. METHODS: A prospective, single arm, pre-post design, which incorporates both quantitative and qualitative measures. Ninety-nine senior medical students completed one BRAVE session following a required BBN course. Pre/post questionnaires assessed self-efficacy, willingness to engage in BBN, and intention to apply the BBN protocol. User experience was rated on a 5-point scale. Quantitative analysis included paired-sample t-tests and descriptive statistics. Qualitative data from open-ended responses were analyzed using immersion/crystallization. RESULTS: Self-efficacy increased from M = 6.95 to M = 7.62 (p<.001), willingness from M = 5.80 to M = 6.51 (p<.001), and intention to apply the protocol from M = 8.20 to M = 8.41 (p=.005). User experience was positive: interaction quality (M = 4.27), structured feedback (M = 4.19), reflective dialogue (M = 3.91), and interest in future use (M = 3.81). Qualitative analysis showed most students described the simulator as realistic, useful, and safe for practice, emphasizing opportunities to think, reread, and make mistakes with reduced embarrassment; a minority noted limits of the written modality (restricted nonverbal cues and occasional recognition errors), which were addressed during refinement. CONCLUSIONS: A brief text-based GenAI simulation integrating dialogic reflection with protocol-based feedback yielded improvements in learners’ confidence and willingness to conduct BBN and was well-received. BRAVE can complement existing curricula by offering scalable, psychologically safe, and feedback-rich practice; future controlled studies with performance-based outcomes are warranted. </p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13067485/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147349670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Setting a research agenda for the use of extended reality in healthcare simulation: an Utstein style meeting.","authors":"Barry Issenberg, Doris Ostergaard, Francisco Matos, Pier Luigi Ingrassia, Kirsty Freeman, Lars Konge, Carla Sa-Couto, Gabriel Reedy","doi":"10.1186/s41077-026-00409-y","DOIUrl":"10.1186/s41077-026-00409-y","url":null,"abstract":"<p><p>BACKGROUND: Extended reality (XR), encompassing virtual, augmented, and mixed reality, is increasingly integrated into healthcare simulation-based education and training. While XR offers immersive, scalable, and potentially cost-effective learning environments, evidence of its educational effectiveness and implementation remains fragmented. To address this gap, an Utstein-style consensus meeting was convened to establish an international research agenda that advances the evidence-based integration of XR in healthcare education. METHODS: The meeting, held in Copenhagen, Denmark, in November 2024, brought together 24 international experts representing diverse disciplines, geographic regions, and simulation expertise. A Delphi-informed pre-meeting survey, based on a targeted review of XR-focused literature, identified key topics across five initial domains. Using an implementation science–informed approach guided by the NASSS (Non-adoption, Abandonment, Scale-up, Spread, and Sustainability) framework, participants engaged in structured breakout and plenary discussions to explore barriers, facilitators, and research priorities related to XR adoption and sustainability. RESULTS: Through consensus deliberation, the original five domains were refined into three overarching themes: (1) uses and adoption of XR, (2) barriers to XR adoption and implementation, and (3) facilitators of XR implementation and sustainability. Each theme comprised multiple subthemes addressing critical issues such as technological definitions, economic and infrastructure needs, human resource and faculty development, usability, educational quality, customization, and ethical considerations. Research questions within each subtheme were classified as descriptive, justificatory, or clarificatory to guide future study design and methodological rigor. CONCLUSIONS: This Utstein Style meeting represents the first international, consensus-based effort to develop a structured research agenda for XR in healthcare simulation. Informed by implementation science, particularly the NASSS framework, the resulting agenda provides a roadmap for future research, policy, and practice. It emphasizes faculty readiness, institutional investment, and data-driven evaluation as prerequisites for sustainable integration. By addressing barriers and leveraging facilitators, the healthcare simulation community can advance the responsible adoption of XR technologies, enhancing competency, equity, and innovation in health professions education worldwide. </p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"11 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12954913/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147349704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A function-based framework for AI-amplified, data-driven healthcare simulation research.","authors":"Carla Sa-Couto","doi":"10.1186/s41077-026-00426-x","DOIUrl":"10.1186/s41077-026-00426-x","url":null,"abstract":"<p><p>Healthcare simulation research increasingly generates rich, multimodal datasets, yet substantial portion of these data remain underutilized due to analytic, technical, and resource constraints. As artificial intelligence becomes more accessible, there is a risk that adoption in simulation research is driven by novelty rather than by clearly articulated analytic needs. This article proposes a function-based framework that conceptualizes artificial intelligence as a research amplifier for data-driven simulation-based research. Rather than organizing approaches by algorithm family or tool type, the framework groups AI use according to its function in the research workflow across four domains: (1) Data Processing and Integration: transforming raw traces into synchronized, research-ready datasets; (2) Comparative and Predictive Analytics: benchmarking performance and modeling learning trajectories or outcomes; (3) Behavioral and Interaction Analysis: decoding individual and team behaviors from observational traces; and (4) Automation and Acceleration: streamlining research activities such as transcription, coding support, and structured summarization through automated or semi-automated workflows. Five practical steps illustrate how the framework can be embedded in research planning: clarifying the analytic task, mapping it to functional domains, specifying data representations and integration needs, designing the human–AI division of labor, and planning evaluation and reporting. Ethical, trust, and accountability considerations are discussed across functional domains, emphasizing that distinct risks and safeguards emerge across different AI-enabled research activities. By centering function and purpose, this framework aims to help simulation researchers make explicit, intentional decisions about when and how AI meaningfully extends analytic capacity.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13001207/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147322688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advancing crisis readiness through progressive simulation in undergraduate medical education.","authors":"Rebekah Cole","doi":"10.1186/s41077-026-00427-w","DOIUrl":"10.1186/s41077-026-00427-w","url":null,"abstract":"<p><p>As healthcare professionals worldwide face increasing demands from disasters, mass casualty incidents, and other complex emergencies, medical education must prepare students to perform in high-pressure, resource-limited environments. Traditional simulation experiences are often episodic and narrowly focused, limiting their ability to cultivate the longitudinal development of clinical skills, leadership, and adaptability. This innovation report presents a four-year, progressive simulation curriculum designed to build crisis readiness across the undergraduate medical education continuum. Informed by experiential learning theory and cognitive load theory, this innovative model scaffolds learners through staged simulation experiences that grow in complexity and responsibility. From early roleplay with peers to immersive field exercises and capstone leadership scenarios, the simulation curriculum integrates clinical, communication, and team-based competencies in increasingly dynamic environments. This longitudinal approach aligns with principles of competency-based medical education and offers a scalable, transferable model for enhancing readiness and resilience in future physicians.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13041333/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147313128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding disparities in simulation through minority stress theory: a conceptual framework.","authors":"Remy Roe","doi":"10.1186/s41077-026-00424-z","DOIUrl":"10.1186/s41077-026-00424-z","url":null,"abstract":"<p><p>Despite growing attention to equity in healthcare simulation, persistent disparities in participation and learning outcomes among learners from minoritized backgrounds remain insufficiently explained. Existing simulation-based education frameworks describe how learning occurs but offer limited insight into how inequitable learning conditions shape learners’ experiences. We propose minority stress theory (MST) as a conceptual framework for understanding how stress related to minoritized identity operates within healthcare simulation environments. Originally developed to explain health disparities among sexual minorities, MST conceptualizes stress as arising from both structurally embedded conditions (distal stressors) and internalized vigilance and self-monitoring (proximal stressors). Through conceptual analysis, we map MST constructs onto core features of healthcare simulation, including its performance-based, socially intensive, evaluative, and immersive characteristics. We illustrate how minority stress processes may operate through education-relevant mechanisms, such as cognitive load, psychological safety, engagement, and help-seeking, to shape learning experiences and performance. By applying MST to simulation-based education, this paper offers an equity-informed framework for examining learning-environment mechanisms and informing inclusive simulation design, facilitation, and assessment practices.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13041096/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147286303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pre-roling: an operational framework for facilitators and simulating participants (SPs) to prepare for both acting and educating safely.","authors":"Casper Danholt Iuul, Peter Dieckmann, Birgitte Bruun","doi":"10.1186/s41077-026-00419-w","DOIUrl":"10.1186/s41077-026-00419-w","url":null,"abstract":"<p><p>Sometimes scenario-based simulations do not go as expected because facilitator and simulating participant (SP) are not sufficiently aligned. This innovation paper presents a pre-roling framework that offers an operational, theoretically informed tool for facilitators and SPs to prepare systematically for scenario-based simulations in health professions education. The framework development was based on four months of ethnographic fieldwork at the Copenhagen Academy for Medical Education and Simulation (CAMES) and informed by action theory.The pre-roling framework guides facilitators and SPs through five analytically distinct aspects of simulation performance — meaning (educational purpose), narrative (intended course of events), style (tone, tempo), character (the portrayed person), and health professions education (clinical picture, learning environment, task distribution, and care for the SP). Facilitators hold primary responsibility for meaning, narrative and style, while SPs hold primary responsibility for the character, with explicit collaboration across all domains.The framework and its accompanying pocket card and worksheet were iteratively refined in dialogue with SPs, course leaders and scenario designers. It is intended as a flexible, context-sensitive preparation tool that can be used symmetrically by SPs and facilitators, from novice to experienced, and in diverse simulation settings. It fills a previously unoccupied space between general guidelines and the moment of action by systematizing preparation without prescribing content, thereby supporting clearer alignment, more deliberate improvisation, and explicit attention to SP safety. Using the framework can reduce dissonance between SPs and facilitators, enhance the coherence of dramaturgical and educational intentions, improve learners’ experiential learning opportunities, and help prevent distress among SPs.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13040827/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147277690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of professional identity in medical students through interprofessional simulation: a qualitative study.","authors":"Louis Fiander, Marie Bryce, Thomas Gale","doi":"10.1186/s41077-026-00425-y","DOIUrl":"10.1186/s41077-026-00425-y","url":null,"abstract":"<p><p>BACKGROUND: Professional identity development in doctors is associated with confidence, resilience and alignment with professional values. Empirical study has found that Interprofessional Simulation-based Education (IPSE) is associated with professional identity development in medical students but does not demonstrate how. An IPSE curriculum is in place within the University of Plymouth medical curriculum. Using reflexive thematic analysis of participating medical student's interview data, subsequently triangulated with theory from sociological and psychological literature, potential mechanisms of professional identity development through IPSE are discussed and implications for educational design explored. METHODS: A qualitative approach was adopted utilising semi-structured interviews. Purposive sampling was used to select 10 final-year medical students undertaking the IPSE curriculum. Participants were asked about experiences contributing to their perceptions of professions, interprofessional learning and their experiences of the IPSE curriculum. Data were transcribed, coded and analysed using Thematic Analysis. Further interpretative analysis was then conducted using two theoretical perspectives: Social Identity Theory and Identity Theory. MAIN FINDINGS: Pre-IPSE experiences were found to have contributed to professional identity development in the participants studied. Participants’ perceptions of what it is to ‘be’ a doctor or nurse identified clear distinctions between groups, notably relating to role and status. In performing as a ‘doctor’ and engaging with ‘nurses’ as ‘doctors’ through IPSE, participants experienced increased confidence and perceived competence in ‘being’ a doctor, and reformulated their understanding of roles and their approach to interprofessional practice. Positive developments were initially limited by challenges with inter-group communication and feelings of pressure that align with phenomena described in theoretical literature such as intergroup anxiety. CONCLUSIONS: This study reinforces that engagement in IPSE can develop the professional identity of final-year medical students. Mechanisms suggested by the data include strengthened role identity, reformulated conceptions of other professionals’ roles through tacit identity enactment, and the development of a superordinate professional identity shared with nursing students. Analysis of the data presented also gives insight into features of IPSE that may mitigate limiting factors of interprofessional learning occurring in-vivo such as a sociologically informed debrief. Implementing sociological models such as mutual intergroup differentiation may allay intergroup anxiety and status differentials, thus enabling further professional identity development. </p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13032275/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146260233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}