Korean simulation-based IPE studies report high satisfaction but concentrate on Kirkpatrick levels 1 and 2, with no study measuring level 4 training efficacy¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Most included studies measured attitudes (level 1) or satisfaction (level 2); only two measured behavioral change at level 3, and no study covered level 4 (training efficacy). → Lee Sunmin 2024 q2 i? Most studies reported relatively high satisfaction with IPE, ranging from 3.86 to 4.73 out of 5 on average. → Lee Sunmin 2024 (2)

Evidence¶

Lee Sunmin 2024¶

Lee Sunmin, Kim Myung Chun, Kim Jongyoon. (2024). The status of interprofessional education for healthcare students in South Korea: a scoping review focusing on simulation-based education. Korean Journal of Medical Education. https://doi.org/10.3946/kjme.2024.304

q2 · i? · review · r2

The review's categorization of the ten included studies' outcome evaluations according to Kirkpatrick's Expanded Outcomes Typology, reported in the Results section: "no study covering level 4 (training efficacy)".

"Based on Kirkpatrick’s criteria for educational outcomes, most studies focused on attitudes (level 1) or satisfaction (level 2), with only two studies measuring behavioral change at level 3 out of 4, and no study covering level 4 (training efficacy)"

Lee Sunmin 2024 (2)¶

Lee Sunmin, Kim Myung Chun, Kim Jongyoon. (2024). The status of interprofessional education for healthcare students in South Korea: a scoping review focusing on simulation-based education. Korean Journal of Medical Education. https://doi.org/10.3946/kjme.2024.304

q2 · i? · review · r2

The review's Discussion reports satisfaction averages across studies and cautions that "objective evaluation of effectiveness is crucial" given the costs of preparing scenarios, environments, and laboratories.

"While most studies reported relatively high satisfaction with IPE (ranging from 3.86 to 4.73 out of 5, on average), objective evaluation of effectiveness is crucial given the required efforts and costs for successful IPE implementation"

Discussion¶

Related Claims¶

• Korean simulation-based IPE employed role-playing, standardized patients (including holographic), and high-fidelity simulators, with no single method dominant — related
• Quasi-experimental Korean simulation-based IPE studies show mixed effectiveness: positive effects in Jeon (2022), environment-dependent effects in Jung et al. (2020), and null changes in Park and Park (2021) — related
• The Readiness for Interprofessional Learning Scale was the most commonly used outcome measure in Korean simulation-based IPE studies, with four of ten reporting significant pre-post score changes — related
• Reviewed peer-tutoring simulation studies mostly reached only Kirkpatrick Level 2, with no assessment of behavior change or clinical-practice results — related
• Simulation-based IPE research in South Korea consists of ten studies concentrated on undergraduate nursing and medical students, with interventions lasting 2 hours to 2 weeks — related
• Included orthodontic simulation studies evaluated outcomes only at Kirkpatrick reaction and learning levels, never at behaviour or results levels — related
• Outcome evaluation of research education programs concentrated at lower levels of the modified Kirkpatrick typology, with few objective or organisational outcomes — a broader claim this one bears on
• E-learning interventions for registered nurses in continuing education are evaluated almost exclusively at Kirkpatrick levels 1 and 2, with no reported outcomes on practice change and almost none on patient outcomes
• Most included trials were conducted in simulated settings at Kirkpatrick evaluation level two, which may limit application to routine clinical practice — related