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)¶

Claim · All claims
Evidence · 1 study (3 entries) · review r2–r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Jeon (2022) found positive effects in the intervention group compared to the control group on five indicators including readiness, knowledge, self-efficacy, team awareness, and problem-solving ability. → Lee Sunmin 2024 q2 i? Jung et al. (2020) reported the effect differed depending on the research environment, such as self-efficacy for interprofessional experience (p=0.000). → Lee Sunmin 2024 (2) q2 i? Park and Park (2021) reported no significant change in potential interest before and after IPE and no statistically significant difference in the satisfaction survey of medical studies. → Lee Sunmin 2024 (3)

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 · r3

The review reports on a non-equivalent control group pre-test/post-test study (intervention n=20, control n=19) with no statistical differences in baseline characteristics; "positive effects in the intervention group compared to the control group" on five indicators.

"the study by Jeon [17] in 2022 found positive effects in the intervention group compared to the control group before and after the program implementation for a total of five indicators measured, including readiness, knowledge in specific fields, self-efficacy, team awareness, and problem-solving ability."

Lee Sunmin 2024 (2)¶

q2 · i? · review · r2

The review reports this randomized study (random drawing) included medical, nursing, and pharmacy students; homogeneity lacked between groups and analysis of variance was used. The review reports the effect "differ depending on the research environment".

"In the study by Jung et al. [26] in 2020, the effect was clearly shown to differ depending on the research environment, such as self-efficacy for interprofessional experience (p=0.000)."

Lee Sunmin 2024 (3)¶

q2 · i? · review · r2

The review reports this semi-randomized split study found age differed between groups (p-value <0.001) and yielded "no significant change in potential interest"; equivalence was not tested.

"Park and Park [29] in 2021 reported no significant change in potential interest both before and after the IPE implementation, and no statistically significant difference in the satisfaction survey of medical studies."

Discussion¶

Korean simulation-based IPE studies report high satisfaction but concentrate on Kirkpatrick levels 1 and 2, with no study measuring level 4 training efficacy — related
Pharmacy students in one Korean simulation-based IPE study did not increase self-efficacy, attributed to scenarios limiting pharmacists' active problem-solving roles — a narrower finding that bears on this claim
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
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

Page metadata

Field	Value
`status`	`review`
`generated`	by `process:wiki-ingest` on `2026-10-31`
`trust`	unverified — no one has confirmed this page's content

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