Professional role and identity formation in health professions education through interprofessional acute care simulation.

This study explores how undergraduate health professions students develop their professional roles through participation in the StudentBEST2 acute care simulation. This interdisciplinary initiative, involving students from biomedical laboratory science, nursing, paramedicine, and radiography, aims to strengthen interprofessional communication and collaboration in high-pressure healthcare settings. The simulation scenarios (i.e. trauma care, patient transfer, and contrast-induced allergic reactions) mirrored real-world acute care situations. A qualitative design was used, involving four focus group interviews with 22 students conducted post-simulation. Thematic analysis revealing two overarching themes: characteristics of professional identity formation and the uniqueness of the interprofessional learning environment. Students' reflections revealed varying levels of preparedness, with paramedic students generally feeling more confident. However, the simulation facilitated open communication, role negotiation, and mutual respect, contributing to identity development and collaborative competence. Facilitators played a key role in fostering a safe and inclusive learning environment, while structured debriefings deepened students' self-awareness and insight into interprofessional dynamics. This study contributes novel insights into how acute care simulation can serve as a formative arena for shaping professional role and identity in interprofessional health professions education. The findings have important implications for the design of curricula and facilitator training, particularly in fostering psychologically safe learning spaces. While the study offers rich qualitative insights, limitations include sample imbalance and the absence of long-term follow-up. Future research should explore the durability of these learning outcomes over time and in different institutional or cultural contexts.