Emergency scenarios in maternity: An exploratory study of a midwifery and medical student simulation-based learning collaboration

Background and problem: In Australia, interprofessional education has been embedded into preregistration course accreditation standards. Little is known about Australian midwifery and medical students experiences of interprofessional learning when the focus is on emergency scenarios during birth. Aim: This study aimed to evaluate student experience of Interprofessional Simulation-Based Learning workshops focused on emergency scenarios with midwifery and medical students. Methods: This was a descriptive, exploratory study of an educational activity designed to enhance inter professional and collaborative learning between Bachelor of Midwifery students and Bachelor of Medicine students at a Simulation Centre in Sydney, Australia. A pre and post survey design enabled data collection before and after the 6-h simulation-based workshop. Findings: A total of 45 students attended two interprofessional simulation learning days, 14 were midwifery students and 31 medical students. Students disclosed a level of apprehension in the pre workshop survey and ambivalence towards the values of collaborative simulation-based learning. Following the workshop students reported that the workshop enhanced their ability to work collaboratively in practice. Both student cohorts commented on a perceived power imbalance and a sense of each profession having to 'prove' their knowledge levels. Students stated that learning to work together in a safe environment allowed them to develop an appreciation for each other's scope of practice and responsibilities in an emergency situation. Conclusion: This form of collaborative learning has the potential to improve new graduate experience in the workplace, especially during emergency situations, and ultimately improve care for women and babies. (c) 2020 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

Automated summary

This study evaluated the experiences of midwifery and medical students in interprofessional simulation-based learning workshops focused on emergency scenarios in Australia. Findings indicate that students initially had apprehensions but reported enhanced collaborative skills post-workshop. They also noted a perceived power imbalance and the need to prove their knowledge levels, but recognized the value of working together in emergency situations.