Volume 14, Issue 3 (8-2026)
J Surg Trauma 2026, 14(3): 119-127 |
Back to browse issues page
Ethics code: IR.NASRME.REC.1402.008.
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
heydari S, alavi Z S, HajiMaghsoudi M, Nasiriani K, Antikchi M. Effect of an Interprofessional Simulation Based Cardiopulmonary Resuscitation Training Program on Teamwork and Clinical Competence in Emergency Care. J Surg Trauma 2026; 14 (3) :119-127
URL: http://jsurgery.bums.ac.ir/article-1-500-en.html
URL: http://jsurgery.bums.ac.ir/article-1-500-en.html
Department of Medical Education, Medical Education and Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
Abstract: (607 Views)
Abstract
Introduction: Effective teamwork is critical for successful resuscitation in emergency departments. Interprofessional education has been recognized as an essential approach to enhance collaborative competencies among healthcare providers. This study aimed to design, implement, and evaluate an interprofessional, simulation based training program for cardiopulmonary resuscitation (SAFE CPR) and to assess its impact on teamwork performance, learning outcomes, and learner satisfaction.
Methods: A pre experimental pretest-posttest design was conducted at Shahid Sadoughi University of Medical Sciences, Yazd, Iran. A total of 142 participants (27 medical, 91 nursing, and 24 anesthesiology students) completed the SAFE CPR course in simulated emergency scenarios. Evaluation was performed based on Kirkpatrick's three levels: reaction, learning, and behavior. Validated instruments including the Team Emergency Assessment Measure, Interprofessional Collaborative Competency Attainment Survey, and Simulation Effectiveness Tool-Modified (SET M) were used. Data were analyzed using paired sample t tests and effect size (η²) calculations.
Results: Posttest scores showed significant improvements in teamwork and interprofessional collaboration competencies (P<0.001, η²=0.71). Learner satisfaction was high across all SET M domains (mean =4.43±0.42). The program's structured design and high fidelity simulation effectively enhanced participants' preparedness for coordinated resuscitation in emergency settings.
Conclusion: The SAFE CPR interprofessional training program significantly improved teamwork, communication, and learner satisfaction among healthcare students. Integrating similar simulation based interprofessional modules into medical curricula can improve readiness for real life emergency resuscitations and promote safer, more efficient patient care.
Keywords: Cardiopulmonary resuscitation (CPR), Emergency department, Healthcare teams, Interprofessional education, Simulation training
Introduction: Effective teamwork is critical for successful resuscitation in emergency departments. Interprofessional education has been recognized as an essential approach to enhance collaborative competencies among healthcare providers. This study aimed to design, implement, and evaluate an interprofessional, simulation based training program for cardiopulmonary resuscitation (SAFE CPR) and to assess its impact on teamwork performance, learning outcomes, and learner satisfaction.
Methods: A pre experimental pretest-posttest design was conducted at Shahid Sadoughi University of Medical Sciences, Yazd, Iran. A total of 142 participants (27 medical, 91 nursing, and 24 anesthesiology students) completed the SAFE CPR course in simulated emergency scenarios. Evaluation was performed based on Kirkpatrick's three levels: reaction, learning, and behavior. Validated instruments including the Team Emergency Assessment Measure, Interprofessional Collaborative Competency Attainment Survey, and Simulation Effectiveness Tool-Modified (SET M) were used. Data were analyzed using paired sample t tests and effect size (η²) calculations.
Results: Posttest scores showed significant improvements in teamwork and interprofessional collaboration competencies (P<0.001, η²=0.71). Learner satisfaction was high across all SET M domains (mean =4.43±0.42). The program's structured design and high fidelity simulation effectively enhanced participants' preparedness for coordinated resuscitation in emergency settings.
Conclusion: The SAFE CPR interprofessional training program significantly improved teamwork, communication, and learner satisfaction among healthcare students. Integrating similar simulation based interprofessional modules into medical curricula can improve readiness for real life emergency resuscitations and promote safer, more efficient patient care.
Keywords: Cardiopulmonary resuscitation (CPR), Emergency department, Healthcare teams, Interprofessional education, Simulation training
Keywords: Cardiopulmonary resuscitation (CPR), Emergency department, Healthcare teams, Interprofessional education, Simulation training
Type of Study: Research |
Subject:
Medical Education
Received: 2025/08/12 | Accepted: 2026/05/12 | ePublished ahead of print: 2026/06/7 | Published: 2026/08/1
Received: 2025/08/12 | Accepted: 2026/05/12 | ePublished ahead of print: 2026/06/7 | Published: 2026/08/1
References
1. Brown DK, Benson SNKJCSIN. Does time in team training matter? Evaluation of team-level attitudes with interprofessional education. Clin Simul Nurs. 2020;48:38-45. [URL:Link] [DOI:10.1016/j.ecns.2020.08.002]
2. Hazrati H, Arabshahi SKS, Bigdeli S, Behshid M, Sohrabi Z. A qualitative approach to identify barriers to multi-professional teamwork among medical professors at Iranian teaching hospitals. BMC Health Serv Res. 2021;21(1):479. [PMID: 34016107] [DOI:10.1186/s12913-021-06421-4] [PMID] [PMCID]
3. Brennan LF, McBride A, Akinola M, Ogle S, Goforth J, Harding D, et al. Improving Understanding of Interprofessional Roles, Teamwork, and Communication Through an Acute Patient Stabilization Simulation. Am J Pharm Educ. 2020.[PMID: 34283775] [DOI:10.5688/ajpe848116] [PMID] [PMCID]
4. Momeni S, Ashourioun V, Abdolmaleki M, Irajpour A, Naseri K. Interprofessional Education: A Step Towards Team Work Improvement In Cardio-Pulmonary Resuscitation. Iran J Med Educ. 2011;10(5):660-7. [URL:Link]
5. Kodweis KR, Hall EA, Renfro CP, Thomas-Gosain N, Lennon-Dearing R, Walker JK, et al. Successful development and implementation of a large virtual interprofessional education activity applying the social determinants of health. Pharmacy. 2022;10(6):157. [PMID: 36548313] [DOI:10.3390/pharmacy10060157] [PMID] [PMCID]
6. Paige JT, Sonesh SC, Garbee DD, Bonanno LS. Comprehensive healthcare simulation: interprofessional team training and simulation. Springer; 2020.[URL:Link] [DOI:10.1007/978-3-030-28845-7]
7. Tan KW, Ong HK, Mok USJTAPS. Using simulation and inter-professional education to teach infection prevention during resuscitation. Asia Pac Scholar. 2021;6(1):93.[URL:Link] [DOI:10.29060/TAPS.2021-6-1/OA2229]
8. Joubert A, Reid M. Knowledge, skills, and training of community health workers to contribute to interprofessional education: a scoping review. J Interprof Care. 2023.[PMID: 36821383] [DOI:10.1080/13561820.2023.2176472] [PMID]
9. Fenzi G, Alemán-Jiménez C, López-Ferrándiz L, Leal-Costa C, Díaz-Agea JL, Gutiérrez-Puertas LJJoNM. Enhancing cardiopulmonary resuscitation training: An interprofessional approach with undergraduate medicine and nursing students using self‐learning methodology in simulated environments (MAES)-A qualitative study. J Nurs Manag. 2024;2024.[URL:Link] [DOI:10.1155/jonm/9470402] [PMID] [PMCID]
10. Kirby J, Sweigart L, Freeman P, Landis K, Ellcessor G, Gray J, et al. Implementing interprofessional educational experiences into a new college of health. Athl Train Educ J. 2018;13(4).[URL:Link]
11. Oikawa S, Donkers J. Assessment of teamwork in interprofessional education. J Interprof Care. 2022;36(4):574-581.[DOI: 10.1080/13561820.2021.1908971] [DOI:10.1080/13561820.2021.1908971] [PMID]
12. Sohrabi Z, Saeed A, Salehi L. Investigation of the Validity and Reliability of Attitude Towards Inter-Professional Education (IPE) in Health Care. Iran J Health Educ Health Promot. 2018;6(1):12-19.[URL:Link] [DOI:10.30699/acadpub.ijhehp.6.1.12]
13. Wallace J, Hoehn-Velasco L, Jolles D, Stapleton S, Flynn C, Bauer K. Building Better Patient Outcomes. J Interprof Educ Pract. 2021;25:100479.[DOI: 10.1016/j.xjep.2021.100479] [DOI:10.1016/j.xjep.2021.100479]
14. Yushananta P, Hastuti RP. Implementation Of Interprofessional Education To Improve Collaboration And Teamwork Capabilities. In: Proc ICOPE 2020. European Alliance for Innovation; 2021.[DOI: 10.4108/eai.16-10-2020.2305211] [DOI:10.4108/eai.16-10-2020.2305211]
15. Laco RB, Stuart WP. Simulation-based training program to improve cardiopulmonary resuscitation and teamwork skills for the urgent care clinic staff. Mil Med. 2022;187(5-6):e764-e769.[DOI: 10.1093/milmed/usab427] [DOI:10.1093/milmed/usab427] [PMID]
16. Jafaei Dalooei R, Karimi Moonaghi H, Yamani N, Irajpoor AR, Saadatyar FS. Interprofessional Education: the Strategy to Improve Health Care. Res Med Educ. 2015;7(1):54-62.[URL:Link] [DOI:10.18869/acadpub.rme.7.1.54]
17. Xu J, Dong X, Yin H, Guan Z, Li Z, Qu F, et al. Improve Cardiac Emergency Preparedness by Building a Team-Based Cardiopulmonary Resuscitation Educational Plan. Front Public Health. 2022;10:895367.[DOI: 10.3389/fpubh.2022.895367] [DOI:10.3389/fpubh.2022.895367] [PMID] [PMCID]
18. Murphy M, Curtis K, McCloughen A. What is the impact of multidisciplinary team simulation training on team performance and efficiency of patient care? An integrative review. Australas Emerg Nurs J. 2016;19(1):44-53.[DOI: 10.1016/j.aenj.2015.11.003] [DOI:10.1016/j.aenj.2015.10.001] [PMID]
19. Morgan DL. Reconsidering the role of interaction in analyzing and reporting focus groups. Qual Health Res. 2010;20(5):718-722.[DOI: 10.1177/1049732310366667] [DOI:10.1177/1049732310364627] [PMID]
20. Tan C-E, Jaffar A, Tong S-F, Hamzah MS, Mohamad N. Comprehensive Healthcare module: medical and pharmacy students' shared learning experiences. Med Educ Online. 2014;19:25605.[DOI: 10.3402/meo.v19.25605] [DOI:10.3402/meo.v19.25605] [PMID] [PMCID]
21. Garousi S, Garrusi B. Viewpoints of medical and nursing students regarding Medical and nursing professions: The first step in assessment of possibility of interdisciplinary training. Strides Dev Med Educ. 2012;9(1):25-33.[URL:Link]
22. Vafadar Z, Vanaki Z, Ebadi A. Interprofessional education a response to health system challenges. Iran J Med Educ. 2014;14(2):148-164.[URL:Link]
23. Guraya SY, Barr H. The effectiveness of interprofessional education in healthcare: A systematic review and meta-analysis. Kaohsiung J Med Sci. 2018;34(3):160-165.[DOI: 10.1016/j.kjms.2018.01.002] [DOI:10.1016/j.kjms.2018.01.002] [PMID] [PMCID]
24. Pearson DA, Covell NB, Covell B, Johnson B, Lounsbury C, Przybysz M, et al. Effectiveness of team-focused CPR on in-hospital CPR quality and outcomes. Resusc Plus. 2024;18:100620.[DOI: 10.1016/j.resplu.2024.100620] [DOI:10.1016/j.resplu.2024.100620] [PMID] [PMCID]
25. Kuzovlev A, Monsieurs K, Gilfoyle E, Finn J, Greif R, Bigham BL, et al. The effect of team and leadership training of advanced life support providers on patient outcomes: a systematic review. Resuscitation. 2021;160:126-139.[DOI: 10.1016/j.resuscitation.2021.01.001] [DOI:10.1016/j.resuscitation.2021.01.001] [PMID]
26. Vatankhah M, Malekshoar M, Zarei T, Moradi M, Adibi P, Razavi BBM. Impact of Innovative Cardiopulmonary Resuscitation Training Methods on the Skills and Knowledge of Medical Students: A Narrative Review.Dev Strateg Med Educ. 2023;10(1):2-13.[URL:Link]
27. Bazrafkan L, Kojuri J, Yarmahmoodi F, Zahadatpour Z, Razavinejad SM, Bahrami R, et al. Evaluation of the effectiveness of training by simulation and reporting in small groups on the performance of the neonatal resuscitation team. Educ Dev Judishapur. 2022.[URL:Link]
28. Elendu C, Amaechi DC, Okatta AU, Amaechi EC, Elendu TC, Ezeh CP, et al. The impact of simulation-based training in medical education: A review. Medicine. 2024;103(27):e38813.[DOI: 10.1097/MD.0000000000038813] [DOI:10.1097/MD.0000000000038813] [PMID] [PMCID]
29. Hertel JP, Millis B. Using Simulations to Promote Learning in Higher Education: An Introduction. New York: Routledge; 2023.[URL:Link] [DOI:10.4324/9781003448594]
30. Ghorbandoost R, Zeinabadi H, Shabani Shafiabadi M, Mohammadi Z. Evaluation of in-service training course of nurses and midwives (Neonatal resuscitation) using kirkpatrick 's model. Res Med Educ. 2020;12(3):4-11.[URL:Link]
31. Dehghani MH, Tafti AD, Raadabadi M. The effectiveness of training courses on cardiopulmonary resuscitation (CPR) based on Kirkpatrick Model. J Nurs Educ. 2019;8(3):33-38.[URL:Link]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
Attribution-NoneCommercial CC BY-NC
