[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-460930-105":59,"doc-detail-460930-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","how-interprofessional-simulation-supports-medical-students-transition-to-clinical-practice","How interprofessional simulation supports medical students’ transition to clinical practice","","Interprofessional education improves outcomes for staff and patients, yet most pre-licensure training remains siloed, making the transition to clinical practice difficult. Simulation-based education strengthens clinical and communication skills and may be especially valuable during key transition points. This phenomenological phenomenological study examines medical students’ experiences with an interprofessional simulation-based education programme, using surveys, interviews, focus groups, and a 1-year follow-up to clarify how simulation supports learning and confidence.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-interprofessional-simulation-supports-medical-students-transition-to-clinical-practice/460930/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-interprofessional-simulation-supports-medical-students-transition-to-clinical-practice/460930.png","ImageObject",300,407,{"name":92,"@type":93},"Riley West","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study investigate about interprofessional simulation?","Question",{"text":112,"@type":113},"The study explores how interprofessional simulation supports medical students’ transitions to clinical practice and what unique value it adds to their learning experience.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"A phenomenological study used a sequential mixed-methods design, collecting data through surveys, one-on-one interviews, focus groups, and 1-year follow-up interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"What major themes were identified in the results?",{"text":121,"@type":113},"Three overarching themes were identified, including realism, gaining confidence, and learning to observe (noticing) interprofessional clinical practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},460930,1791032296,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Thomas and Reedy Advances in Simulation (2026) 11:2  \n[https://doi.org/10.1186/s41077-025-00392-w](https://doi.org/10.1186/s41077-025-00392-w)  \nRESEARCH Open Access  \nHow interprofessional simulation supports   medical students’ transition to clinical practice  \nLibby Thomas1,2* and Gabriel Reedy3  \nAbstract  \nIntroduction Interprofessional education (IPE) improves outcomes for staff and patients, yet most pre-licensure training remains siloed. Simulation-based education (SBE) enhances clinical and communication skills, with particular benefit during transitions in training. While immersive simulation is costly, could integrating IPE and SBE at key transition points optimize its educational impact?  \nThis study explores how interprofessional simulation can support transitions to practice, and what unique value it can contribute to the learning experience.  \nMethods This phenomenological study explored medical students’ experience of an interprofessional SBE programme. Adopting a sequential, mixed-methods design, students were asked about their experiences of participating in interprofessional simulations using various data collection methods over their transition from pre-licensure to professional practice. Methods included surveys (n = 229), one-on-one interviews (n = 29), focus groups (13 participants) and 1-year follow up interviews (n = 7) . The qualitative data from interviews and focus groups are reported here. Codes and meaning units were developed and then scrutinized to develop a nuanced understanding of how the elements of the interprofessional simulation experience intertwined and the impact this had on the students.  \nResults Three overarching themes were identified from the analysis and were explored in greater detail: realism, gaining confidence and learning to observe (noticing). Interprofessional SBE provides the realistic environment for a unique educational experience in which students develop skills of observing interprofessional clinical practice, and can gain confidence for the transition into that practice. The implications are that the time and effort invested in overcoming the obstacles to offering interprofessional SBE lead to learning outcomes that may not otherwise be achieved. The results are further discussed through three theoretical lenses: Meyer and Land’s threshold concepts, Richards’ interdependent agentic capabilities and Lave and Wenger’s legitimate peripheral participation.  \nConclusion Interprofessional simulation offers students immersive, emotionally resonant experiences that enhance confidence, professional identity, and integration into clinical teams. These simulations prompt reflection on future roles and foster deeper understanding of interprofessional dynamics. The study identifies specific attributes of simulation that meaningfully contribute to learning, extending current SBE literature. By using a qualitative lens, this research highlights the unique value of interprofessional SBE in preparing students for collaborative practice and the complexities of modern healthcare.  \n*Correspondence:  \nLibby Thomas  \n[libby.thomas@qmul.ac.uk](libby.thomas@qmul.ac.uk)  \nFull list of author information is available at the end of the article  \n© The Author(s) 2026. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly","cbCail8NkUxeuJEc","https://ap.wps.com/l/cbCail8NkUxeuJEc","pdf",1501613,15,"English","# Abstract\n# Introduction\n# Methods\n# Results\n## Realism\n## Gaining confidence and learning to observe\n# Conclusion\n# Keywords","[{\"question\":\"What question does the study investigate about interprofessional simulation?\",\"answer\":\"The study explores how interprofessional simulation supports medical students’ transitions to clinical practice and what unique value it adds to their learning experience.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A phenomenological study used a sequential mixed-methods design, collecting data through surveys, one-on-one interviews, focus groups, and 1-year follow-up interviews.\"},{\"question\":\"What major themes were identified in the results?\",\"answer\":\"Three overarching themes were identified, including realism, gaining confidence, and learning to observe (noticing) interprofessional clinical practice.\"}]","How interprofessional simulation supports medical students’ transition to clinical practice | PDF",1790760065,38]