Simulation-based education is gaining attention worldwide as it is recognized as effective in fostering collaborative skills in healthcare students. We conducted a comprehensive review of simulation-based interprofessional education (IPE) to examine the current state of simulation-based IPE. This scoping review systematically analyzed studies on simulation-based IPE in South Korean healthcare education, following established guidelines. Relevant articles were comprehensively searched, and key data on simulation methods, implementations, and educational effectiveness were extracted for analysis. The present study included nine quantitative studies and one mixed-methods study. The majority of participants were undergraduate nursing and medical students. The duration of IPE interventions ranged from 2 hours to 2 weeks. Education methods included standardized patients, high-fidelity simulators, and role-playing. Educational outcomes focused on measuring IPE competencies and satisfaction levels, concentrating on Kirkpatrick levels 1 and 2. While most studies reported high satisfaction levels, there is a need for objective evaluation of educational effectiveness. As simulation-based IPE in Korean healthcare education evolves, there is a need for greater inclusivity of diverse roles, multidisciplinary respect, and scenario development allowing active participation across professions. Establishing institutional frameworks, community linkages, and a deep understanding of IPE’s purpose and essence among practitioners is crucial for its academic maturation.
Citations
Citations to this article as recorded by
Evaluation of the effectiveness of interprofessional education among health professions students: An umbrella review Aiping Wu, Yanyan Hong, Minhui Li, Jianmei Yang, Guiru Lin, Wanyi Ou, Yanfei Ruan, Zumin Chen, Qingran Lin, Chenli Lin, Yinji Liang Nurse Education Today.2026; 156: 106909. CrossRef
The Impact of Simulation-based Interprofessional Education on Systems Thinking, Innovative Behaviors, and Perceptions in Nursing Educators Young-Ju Kim, Jee-Hye Yoo CIN: Computers, Informatics, Nursing.2026;[Epub] CrossRef
Consensus on Nontechnical Skills for Japanese Paramedics: A Delphi Study Koshi Nakagawa, Brett Williams, Ryu Kimura, Hinata Kijima, Shota Tanaka, Tsutomu Komine, Hideharu Tanaka Nursing & Health Sciences.2026;[Epub] CrossRef
Using an educational electronic health record to facilitate interprofessional shared learning among health care students Taylor K. Long, Louis Davis, Kelli Frost, Douglas A MacDonald, Traci Stewart Clinical Simulation in Nursing.2026; 115: 101972. CrossRef
A comparative study of traditional high-fidelity (manikin-based) simulation and virtual high-fidelity simulations concerning their effectiveness and perception Izabela Sałacińska, Patrycja Trojnar, Krisztina Éles Gebriné, Viktória Törő, Attila Sárváry, Paweł Więch Frontiers in Medicine.2025;[Epub] CrossRef
Effectiveness of simulation-based interprofessional education for nursing students: A mixed-methods study Wen Chang, Li-Chin Chen, Hui (Grace) Xu, Chin-Yen Han Nurse Education in Practice.2025; 86: 104424. CrossRef
Interprofessional Education in Health and Dental Hygiene Fields in Korea: A Scoping Review Eun-Mi Choi, Su-Kyung Park Journal of Dental Hygiene Science.2025; 25(2): 99. CrossRef
Effectiveness of Simulation-Based Training in Enhancing Interprofessional Collaboration in Rural Healthcare Settings: a Systematic Review and Meta-Analysis Safi Ullah Khan, Amna Amjad, Jawaria Firdous, Shiza Mujahid, Momna, Muhammad Mujtaba Rasool, Laiba Arif, Wajida Perveen Medical Science Educator.2025; 36(1): 455. CrossRef
Purpose Learning motivation is an important factor in the teaching learning process in a digital environment. This study aims to examine self-determined motivation levels and associated factors among health professions students in distance learning activities.
Methods A cross-sectional, analytical, quantitative, multicenter study was conducted among health professions students from February 15, 2022, to July 31, 2022. Students’ self-determined motivation was assessed using a self-administered instrument. It consisted of 16 items categorized into four dimensions: intrinsic motivation, external regulation, identified regulation, and amotivation. It was based on 7-point Likert scale, ranging from 1 (strongly disagree) to 7 (strongly agree). Student engagement was examined using 15 items classified into the following subscales: behavioral, emotional, and cognitive engagement. A correlation between student motivation and engagement was performed. Univariate and multivariate logistic regression analyses were used to identify factors associated with students’ self-determined motivation in distance learning activities.
Results Of 1,121 students invited to the study, 1,061 valid questionnaires were received, giving a response rate of 94.6%; 595 participants (56.1%) were self-determined in distance pedagogical activities. Multiple regression analysis showed that ethnicity (adjusted odds ratio [aOR], 0.25; 95% confidence interval [CI], 0.08–0.73; p=0.012), educational level (aOR, 1.65; 95% CI, 1.16–2.34; p=0.005), distance learning environment (aOR, 1.65; 95% CI, 1.19–2.29; p=0.003), and student engagement: (aOR, 2.9; 95% CI, 2.21–3.80; p<0.001) were the significant factors associated with students’ self-determined motivation in distance learning.
Conclusion This study predicted some factors influencing students’ self-determined motivation. Health professions teachers need to be encouraged to adopt effective pedagogical practices in order to maintain and develop student motivation.
Citations
Citations to this article as recorded by
Restructuring Physical Therapy Education After COVID-19: A Narrative Review on the Global Perspectives and the Emerging Role of Hybrid Learning Models Kazuto Kikuchi Cureus.2025;[Epub] CrossRef
Heutagogy: A Comprehensive Review of Self-Determined Learning in Contemporary Education Raju Panta Cureus.2025;[Epub] CrossRef
Autonomous motivation and its change among primary healthcare workers in shandong province: A survey based on self-determination theory ZHAO Shi-chao, HE Jing, LI Zhi-ying, CHANG Hui-chen, WANG Ying Chinese General Practice Journal.2025; 2(4): 100086. CrossRef
Purpose With the ongoing coronavirus disease 2019 (COVID-19) pandemic, health institutions and hospitals are increasingly relying on e-learning for continuing education. However, in many countries there is still limited data on the effectiveness of online learning particularly in the healthcare field. This study aims to evaluate whether webinar as a form of online educational intervention is satisfactory and effective for the continuing education of health professionals in Indonesia.
Methods We collected participants’ demographic information including health profession, place of work, work unit, and year of graduation. There were six independent webinars included in this study. Webinar outcomes included satisfaction and learning scores. Regarding satisfaction, participants were told to complete a satisfaction survey and asked whether they would recommend the webinar to their colleagues. Regarding learning, information on their mean pre-test and post-test scores was collected.
Results A total of 3,607 health professionals were enrolled, with the highest participation in webinars about emergency cases and COVID-19 management. The response towards satisfaction was overwhelmingly positive. In all six webinars, post-test scores were statistically significantly higher than pre-test scores. Recently graduated physicians scored higher in learning than senior physicians, while place of work and work unit did not significantly affect the scores.
Conclusion The use of webinar for health professionals training in Indonesia was well-received amid the ongoing pandemic. In the future, health institutions and teaching hospitals should optimize the implementation of webinar training as it is associated with low cost, high flexibility, and less time commuting.
Citations
Citations to this article as recorded by
The Impact of Interventional Radiology Educational Webinars during the Coronavirus Disease 2019 Pandemic and Beyond-The Asia Pacific Society of Cardiovascular and Interventional Radiology (APSCVIR) Experience Dorothea Akousua Amoh, Bien Soo Tan, Joemel Francisco, Deborah Halim, Yasuaki Arai, Andrew Holden, Luke Toh, Rickie Cheng, Alfred Bingchao Tan Interventional Radiology.2026; 11: e2025-0043. CrossRef
Standing Strong: Simulation Training and the Emotional Resilience of Healthcare Providers During COVID-19 Alice Yip, Jeff Yip, Zoe Tsui, Jacky Chun-Kit Chan COVID.2025; 5(6): 92. CrossRef
Preliminary assessment of the Healthy Early Life Moments (HELMS) webinars in empowering Developmental Origins of Health and Disease (DOHaD) concept among healthcare professionals – a pragmatic serial cross-sectional study Chee Wai Ku, Roderica R.G. Ng, Ting Yu Chang, Celeste H.F. Lim, Ruther Teo Zheng, Weini Ma, Mei Chien Chua, Jerry K.Y. Chan, Fabian K.P. Yap, See Ling Loy Journal of Perinatal Medicine.2024; 52(4): 406. CrossRef
Pivoting Continuing Professional Development During the COVID-19 Pandemic: A Narrative Scoping Review of Adaptations and Innovations Sophie Soklaridis, Mushfika Chowdhury, Mary G. Turco, Martin Tremblay, Paul Mazmanian, Betsy Williams, Reena Besa, Sanjeev Sockalingam Journal of Continuing Education in the Health Professions.2024; 44(4): e22. CrossRef
Evaluation of a Webinar to Increase Health Professionals’ Knowledge about Myalgic Encephalomyelitis/Chronic Fatigue Syndrome (ME/CFS) Laura Froehlich, Jasmin Niedrich, Daniel B. R. Hattesohl, Uta Behrends, Claudia Kedor, Johannes-Peter Haas, Michael Stingl, Carmen Scheibenbogen Healthcare.2023; 11(15): 2186. CrossRef
An Evidence-Based Educational Program on Post-COVID Conditions: Assessing Knowledge of Nursing and Radiologic Technology Students Kathleen Ronca, Jarek Stelmark, Cordelle Luces, Deborah H. Allen, Myriam Jean Cadet Journal of Radiology Nursing.2023; 42(4): 425. CrossRef
Education and Training Adaptations for Health Workers during the COVID-19 Pandemic: A Scoping Review of Lessons Learned and Innovations Perla Boutros, Nour Kassem, Jessica Nieder, Catalina Jaramillo, Jakob von Petersdorff, Fiona J. Walsh, Till Bärnighausen, Sandra Barteit Healthcare.2023; 11(21): 2902. CrossRef
A narrative review of e-learning in professional education of healthcare professionals in medical imaging and radiation therapy Kl. Konstantinidis, I. Apostolakis, P. Karaiskos Radiography.2022; 28(2): 565. CrossRef
How to do a journal club, a seminar and a webinar? Sadhana Sanwatsarkar, Sanjeev Palta, Satyen Parida, Chaitanya Kamat, Bala Subramanya H Indian Journal of Anaesthesia.2022; 66(01): 27. CrossRef
Digital Methods of Delivering Education and Training in Neuropsychology Ryan Van Patten, John A Bellone, Taylor R Schmitt, Leslie Gaynor, Cady Block Archives of Clinical Neuropsychology.2022; 37(6): 1103. CrossRef
Learnings from the forced transition of an industry supported educational programme for young experts in urology and oncology from face-to-face to digital during the COVID-19 pandemic Ina Weisshardt, Ivo Vlaev, Trishna Chauhan, Eva Hofstädter-Thalmann Journal of European CME.2022;[Epub] CrossRef
Evaluation of the Impact of Webinar Training in Comparison to Conventional Training on COVID-19 Risk Perception in Emergency Medical Technicians Seyyed Mohammad Reza Hosseini, Mohammad Azim Mahmodi, Amir Mirhaghi Modern Care Journal.2021;[Epub] CrossRef
Evaluating knowledge retention and perceived benefits of medical webinar for professional development among Indonesian physicians Edward Christopher Yo, Anissa Nindhyatriayu Witjaksono, Dewi Yunia Fitriani, Retno Asti Werdhani, Dyandra Parikesit Korean Journal of Medical Education.2021; 33(4): 381. CrossRef
Purpose This study aimed to collect information that is needed to develop interprofessional education curricula by examining the current status of interprofessional conflicts and the demand for interprofessional education. Methods: A total of 95 doctors and 92 nurses in three university hospitals in Seoul responded to a survey that comprised questions on past experience with interprofessional conflicts, the causes and solutions of such conflicts, past experience with interprofessional education, and the demand for interprofessional education. Results: We found that 86% of doctors and 62.6% of nurses had no interprofessional education experience. Most of them learned about the work of other health professions naturally through work experience, and many had experienced at least one interprofessional conflict. For doctors, the most popular method of resolving interprofessional conflicts was to let the event pass; for nurses, it was to inform the department head. Further, 41.5% of doctors and 56.7% of nurses expressed no knowledge of an official system for resolving interprofessional conflicts within the hospital, and 62.8% of doctors and 78.3% of nurses stated that they would participate in interprofessional education if the opportunity arose. Conclusion: In Korean hospital organizations, many doctors and nurses have experienced conflicts with other health professionals. By developing an appropriate curriculum and educational training system, the opportunities for health professionals to receive interprofessional education should expand.
Citations
Citations to this article as recorded by
Interprofessional education through the lens of theory of planned behaviour model Tirtha Goradia Asia Pacific Journal of Education and Society.2026; 14(1): 9. CrossRef
Effectiveness of the IPE-Sim based dementia management (IPE-SDM) program on community-dwelling elders for nursing and medical students Sooyoung Jun Clinical Simulation in Nursing.2025; 106: 101790. CrossRef
Fostering collaborative practice through interprofessional simulation for occupational therapy, physiotherapy, dietetics, and nursing students Jodie Copley, Romany Martin, Clare Dix, Roma Forbes, Anne Hill, Allison Mandrusiak, Adriana Penman, Freyr Patterson, Sarah Davies, Jacqueline Jauncey-Cooke, Niruthikha Mahendran, Kelly Hooper, Cheryl Collins Journal of Interprofessional Care.2024; 38(3): 534. CrossRef
Challenges for Sustainable Interprofessional Education in South Korea: Insights from Key Global Countries Ji Hye Yu, Kwi Hwa Park Korean Medical Education Review.2024; 26(2): 93. CrossRef
The Past, Present, and Future of Interprofessional Education in Medical Education in South Korea Yon Chul Park, Sangmi T. Lee, Kyung Hye Park Korean Medical Education Review.2024; 26(2): 83. CrossRef
Behind the scenes: teachers collaboration to facilitate interprofessional education between medical and pharmacy students in Indonesia Astrid Pratidina Susilo, Eko Setiawan, Ika Mulyono Putri Wibowo Korean Journal of Medical Education.2024; 36(4): 449. CrossRef
Tıp ve Hemşirelik İntörnlerinin Hekim Hemşire Çatışma Nedenlerine ve Hemşirelik İmajina Yönelik Algıları Cansu KOŞAR, Sezgi ÇINAR PAKYÜZ, Ozden DEDELİ CAYDAM, Bilgesu YURDAKUL, Özge ÇİÇEK, Enes Furkan ÇALI Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi.2022; 15(3): 258. CrossRef
Physiotherapy new graduate self-efficacy and readiness for interprofessional collaboration: a mixed methods study Abraham Jones, Meg E. Ingram, Roma Forbes Journal of Interprofessional Care.2021; 35(1): 64. CrossRef
Experience of development and management of interprofessional education courses: a case study of an IPE center CHA IPE Bridge Jaijeong Choi Korean Journal of Medical Education.2021; 33(2): 107. CrossRef
Psychosocial factors associated with conflicts among health professionals in the operating room in a Greek sample Maria Andriopoulou, Dimitrios Charos, Vasiliki Kolypera, Victoria Vivilaki, Dimitrios Tziallas Journal of Nursing Management.2021; 29(8): 2707. CrossRef
The Influence of Professional Values on Attitudes Toward Collaborative Practice Among Healthcare Professionals Masatoshi Shibata, Yurie Warisaki, Siyeong Kim, Yasunari Sato, Takatoshi Makino, Haruka Toeda, Bumsuk Lee The Kitakanto Medical Journal.2021; 71(4): 293. CrossRef
A Systematic Review and Case Reports of InterProfessional Education Jae-Shin Lee, Bum-Suk Lee, Si-Yeong Kim, Hideomi Watanabe Journal of Korean Society of Occupational Therapy.2020; 28(1): 155. CrossRef
The effectiveness of interprofessional education programs for medical, nursing, and pharmacy students Han Jung, Kwi Hwa Park, Yul Ha Min, Eunhee Ji Korean Journal of Medical Education.2020; 32(2): 131. CrossRef
The conundrum of professionalising building surveying in Malaysia Abdul-Rashid Abdul-Aziz, Subashini Suresh, Suresh Renukappa International Journal of Building Pathology and Adaptation.2020; 38(5): 621. CrossRef
Interprofessional case conferences to bridge perception gaps regarding ethical dilemmas in home-based end-of-life care: a qualitative study Yoshihisa Hirakawa, Chifa Chiang, Tsukasa Muraya, Hideaki Andoh, Atsuko Aoyama Journal of Rural Medicine.2020; 15(3): 104. CrossRef
Development and Evaluation of a Simulated Conflict Management Program on Inter-Professional Communication Skills Yeonjae Jo Stress.2020; 28(3): 167. CrossRef
Perception of interprofessional education and educational needs of students in South Korea: A comparative study So Jung Yune, Kwi Hwa Park, Yul Ha Min, Eunhee Ji, Etsuro Ito PLOS ONE.2020; 15(12): e0243378. CrossRef
Differences between Perceived Readiness for Interprofessional Learning in Nursing and Other Health-related Students Hyeonkyeong Lee, In Sook Kim, Tae Wha Lee, Gwang Suk Kim, Eunhee Cho, Kyung Hee Lee, Junghee Kim Journal of Korean Academic Society of Nursing Education.2019; 25(3): 312. CrossRef
Patient Safety Education: Team Communication and Interprofessional Collaboration Kwi Hwa Park, Kyung Hye Park Korean Medical Education Review.2019; 21(1): 22. CrossRef
Interprofessional Education Programs for Nursing Students: A Systematic Review Hayoung Park, Jinyoung Cho, Sang Hui Chu Journal of Korean Academic Society of Nursing Education.2018; 24(3): 235. CrossRef
Current Status and Future Direction of Interprofessional Education in Nursing Education Kon Hee Kim, Eunhee Hwang, Sujin Shin Korean Medical Education Review.2017; 19(1): 18. CrossRef
Review of diverse research contents in this issue Sun Kim Korean Journal of Medical Education.2014; 26(4): 249. CrossRef
First
Prev
