Situational simulation teaching effectively improves dental students' non-operational clinical competency and objective structured clinical examination performance.

BACKGROUND: Appropriate communication with dental patients enhances treatment outcomes and patient satisfaction. Implementing simulated patient interviews courses can improve patient-centered care and reduce conflict during clerkship training. Therefore, this study explored the relationship among student participation in a situational simulation course (SSC), academic performance, clerkship performance, and objective structured clinical examination (OSCE) performance. METHODS: This study was conducted with a sample of fifth-year dental students undergoing clerkship training. After implementing a situational simulation course to investigate the relationship among participation in SSC, academic performance, clerkship performance, and OSCE performance, a path analysis model was developed and tested. RESULTS: Eighty-seven fifth-year dental students were eligible for the SSC, and most (n = 70, 80.46%) volunteered to participate. The path analysis model revealed that academic performance had a direct effect on OSCE performance (ß = 0.281, P = 0.003) and clerkship performance (ß = 0.441, P < 0.001). In addition, SSC teaching had a direct effect on OSCE performance (ß = 0.356, P < 0.001). CONCLUSIONS: SSCs can enhance dental students' non-operational clinical competency and OSCE performance effectively. Simulated patient encounters with feedback, incorporated into the dental curricula, have led to improved communication. Based on our findings, we suggest implementing SSC teaching before the OSCE to improve communication and cognitive skills.

Characterizing intubation practices in response to the COVID-19 pandemic: a survey of the Canadian COVID-19 Emergency Department Rapid Response Network (CCEDRRN) sites.

OBJECTIVE: The risk of occupational exposure during endotracheal intubation has required the global Emergency Medicine (EM), Anesthesia, and Critical Care communities to institute new COVID- protected intubation guidelines, checklists, and protocols. This survey aimed to deepen the understanding of the changes in intubation practices across Canada by evaluating the pre-COVID-19, early-COVID-19, and present-day periods, elucidating facilitators and barriers to implementation, and understanding provider impressions of the effectiveness and safety of the changes made. METHODS: We conducted an electronic, self-administered, cross-sectional survey of EM physician site leads within the Canadian COVID-19 Emergency Department Rapid Response Network (CCEDRRN) to characterize and compare airway management practices in the pre-COVID-19, early-COVID-19, and present-day periods. Ethics approval for this study was obtained from the University of Manitoba Health Research Ethics Board. The electronic platform SurveyMonkey ( www.surveymonkey.com ) was used to collect and store survey tool responses. Categorical item responses, including the primary outcome, are reported as numbers and proportions. Variations in intubation practices over time were evaluated through mixed-effects logistic regression models. RESULTS: Invitations were sent to 33 emergency department (ED) physician site leads in the CCEDRRN. We collected 27 survey responses, 4 were excluded, and 23 analysed. Responses were collected in English (87%) and French (13%), from across Canada and included mainly physicians practicing in mainly Academic and tertiary sites (83%). All respondents reported that the intubation protocols used in their EDs changed in response to the COVID-19 pandemic (100%, n = 23, 95% CI 0.86-1.00). CONCLUSIONS: This study provides a novel summary of changes to airway management practices in response to the evolving COVID-19 pandemic in Canada. Information from this study could help inform a consensus on safe and effective emergent intubation of persons with communicable respiratory infections in the future.

Design and Implementation of a Multidisciplinary High-Fidelity Simulation Course for the Management of Malignant Spinal Cord Compression.

High-fidelity simulation (HFS) training is suited to high-stakes, uncommon situations such as malignant spinal cord compression (MSCC), allowing for rare hands-on practice. This pilot study was created as the first of its kind to examine educational outcomes of a radiation therapist (RTT)-led multidisciplinary radiation oncology (RO) emergency simulation course. A multidisciplinary course design team composed of RO residents, radiation oncologists, RTT course instructors, and medical physicists created a high-fidelity MSCC simulation course using collaboratively developed learning goals. Fifteen learners including RO residents, senior RTT students, and a medical physics (MP) resident participated in a live, RTT-facilitated simulation. Participants completed anonymized pre- and post-simulation standard interdisciplinary education perception (IEP) scales and a course evaluation assessing educational outcomes. Standard IEP questionnaire results showed highly favorable perceptions of respondents' own specialty and other allied specialties, with mean total pre-simulation scores of 91.76 and post-simulation scores of 94.23. The course evaluation assessed 10 learning objective domains, with significant improvements seen in self-rated post-course knowledge in 9 domains. Pre-course evaluations showed that 6/15 participants agreed or strongly agreed that they felt comfortable in their knowledge of all included domains; after course completion, 14/15 participants agreed or strongly agreed they felt comfortable in all domains. Collaboratively designed and led HFS courses are not only viable but can be an effective means of improving learning outcomes for RO residents, RTT students, and MP residents.

A comparative evaluation of student experience with artificial teeth used in pre-clinical fixed prosthodontics post-core undergraduate teaching programs.

INTRODUCTION: Research is lacking in the use of artificial teeth for post-core techniques in undergraduate fixed prosthodontics pre-clinical education. The aim of this study was to compare the reasons for selection and explore the direct student experiences with artificial teeth used in two pre-clinical fixed prosthodontics post-core technique teaching programs conducted in consecutive years. MATERIALS AND METHODS: Fourth year undergraduate dental students who had completed the fixed prosthodontics pre-clinical program were invited to complete an anonymous online surveys. Information was requested on the use and direct student experiences with artificial and natural teeth for post-core techniques. Quantitative data was summarised and qualitative data was clustered into topics. The reasons for selection and use of artificial and natural teeth were compared within and between the two programs. RESULTS: 36% of 70 respondents in 2020 chose to use one or more artificial teeth for the post-core exercises in the pre-clinical program compared with 94% of 77 respondents in 2021 (p < .05). The use was driven by difficulty in sourcing appropriate natural teeth. Respondents reported "ease of use" as the dominant positive user experience with the main negatives being "unrealistic simulation of natural teeth" and "different surface texture/feel when cutting." CONCLUSION: Artificial teeth were reported to provide an appropriate and realistic simulation experience compared with extracted natural teeth and were easier to source. Students focussed on the practicalities of sourcing artificial teeth, associated costs and ease of use ahead of conceivable educational benefits. Cost limited the more widespread use of artificial teeth.

Influence of a major pre-clinical programme restructure on undergraduate student fixed prosthodontics clinical unit completions.

INTRODUCTION: Research is limited in measuring the effectiveness of pre-clinical programmes in preparing students for fixed prosthodontics clinical practice. The aim of this retrospectively study was to assess the influence of a major pre-clinical programme restructure on undergraduate student fixed prosthodontics clinical unit completions. MATERIALS AND METHODS: The fixed prosthodontics treatment registers from 2011 to 2020 were reviewed, and units completed per student (UCS) and units completed per student per session (UCSS) were calculated in the years before (2011-2013) and after (2014-2020) a major pre-clinical programme restructure (PR). Data were summarised in Microsoft Excel software (version 2016), and Student's t-test and paired t-tests were performed to determine the significance of difference in UCS and UCSS in the years before and after the PR. RESULTS: There was a significant difference in the UCS (p < .05) and UCSS (p < .01) in the years before and after the PR. The average UCS in the years before the PR was 2.20 units compared with 3.86 units after the PR, an increase of 75% per student. The average UCSS in the years before the PR was 0.15 units compared with 0.28 units after the PR, an increase of 87% per session. CONCLUSION: The fixed prosthodontics pre-clinical programme restructure resulted in statistically significantly increased student clinical unit completions.

The affordances of clinical simulation immersive technology within healthcare education: a scoping review.

Whilst clinical simulation is established as an effective education tool within the healthcare community, the inability to offer authentic educational learning environments remains problematic. Advances in technology such as immersive virtual reality offer new opportunities to enhance traditional practice to an extent that may transform learning. However, with traditional clinical simulation stress and anxiety can both hinder performance and learning, yet it is unknown what nuances are applicable within a clinical virtual simulation environment. Determining potential benefits, drawbacks (including related stress and anxiety) and affordances of immersive technology clinical simulation designs may help provide an understanding of its usefulness. The aim of this scoping review is to investigate the range and nature of evidence associated with immersive virtual reality clinical simulation and education design. In addition, the review will describe authentic immersive technology clinical simulation use and reported stress response measurements. A search of seven electronic database and grey literature was performed in accordance with the Joanna Briggs Institute methodology. A key term search strategy was employed with five themes identified and investigated: (1) Healthcare professionals, (2) Clinical simulation, (3) Immersive virtual reality, (4) Stress/anxiety and (5) Authentic learning design. Application of the search strategy resulted in a hit total of 212 articles. Twelve articles met inclusion criteria. With most literature focusing on procedural performance and non-transferable education needs, there was a paucity of research that specifically investigated immersive virtual reality clinical simulation education and related stress. Therefore, this scoping review contributes new understandings by providing valuable insight and potential research gaps into current immersive virtual reality clinical simulation, its relationship to stress and the education design models currently being utilised to develop these concepts.

Educational considerations based on medical student use of polygenic risk information and apparent race in a simulated consultation.

PURPOSE: To craft evidence-based educational approaches related to polygenic risk score (PRS) implementation, it is crucial to forecast issues and biases that may arise when PRS are introduced in clinical care. METHODS: Medical students (N = 84) were randomized to a simulated primary care encounter with a Black or White virtual reality-based patient and received either a direct-to-consumer-style PRS report for 5 common complex conditions or control information. The virtual patient inquired about 2 health concerns and her genetic report in the encounter. Data sources included participants' verbalizations in the simulation, care plan recommendations, and self-report outcomes. RESULTS: When medical students received PRSs, they rated the patient as less healthy and requiring more strict advice. Patterns suggest that PRSs influenced specific medical recommendations related to the patient's concerns, despite student reports that participants did not use it for that purpose. We observed complex patterns regarding the effect of patient race on recommendations and behaviors. CONCLUSION: Educational approaches should consider potential unintentional influences of PRSs on decision-making and evaluate ways that they may be applied inconsistently across patients from different racial groups.

Improving medical students' communication competencies to deal with intimate partner violence using clinical simulations in Mozambique.

BACKGROUND: During their medical training, medical students aim to master communication skills and professionalism competencies to foster the best possible patient-physician relationship. This is especially evident when dealing with sensitive topics. This study describes and analyses the outcomes of a simulation-based training module on clinical communication competency through interacting with simulated intimate partner violence (IPV) survivors. The training was set up as part of a broader IPV module within a Gynaecology and Obstetrics Bachelor of Medicine and Bachelor of Surgery of Medicine (MBBS). METHODS: In total, 34 (59%) of all fourth-year medical students from one medical school in Mozambique were involved. A mixed-method approach was adopted. First, a quasi-experimental pre-test/post-test design was adopted to study the impact of the intervention to tackle critical IPV knowledge, skills, and attitudes, underlying a patient communication script. Second, a qualitative analysis of student perceptions was carried out. RESULTS: The results of the paired sample t-tests point at a significant and positive change in post-test values when looking at the general IPV self-efficacy (IPV SE) score and the subscales mainly in attitudes. Participants expressed a desire for additional IPV communication competency and suggested enhancements to the module. CONCLUSION: We conclude that due to IPV being a sensitive issue, simulation activities are a good method to be used in a safe environment to develop clinical skills. The results of this study are a good complement of the analysis of the competencies learned by the medical students in Mozambique with the current curriculum.

Design and Development of a Hemorrhagic Trauma Simulator for Lower Limbs: A Pilot Study.

One of the main preventable leading causes of death after a trauma injury is the hemorrhagic shock. Therefore, it is extremely important to learn how to control hemorrhages. In this paper, a hemorrhagic trauma simulator for lower limb has been developed and a pilot study has been accomplished to trail the simulator. Four different bleeding scenarios have been tested per participant, gathering information about the manual pressure exerted to control the bleeding. Data, altogether, from 54 hemorrhagic scenarios managed by final year medical students and doctors were gathered. Additionally, a post-simulation questionnaire, related to the usability of the simulator, was completed. All the participants managed to control the simulated bleeding scenarios, but the pressure exerted to control the four different scenarios is different depending if the trainee is a student or a doctor, especially in deep venous hemorrhages. This research has highlighted the different approach to bleeding control treatment between medical students and doctors. Moreover, this pilot study demonstrated the need to deliver a more effective trauma treatment teaching for hemorrhagic lesions and that hemorrhagic trauma simulators can be used to train and evaluate different scenarios.

Effectiveness of applying clinical simulation scenarios and integrating information technology in medical-surgical nursing and critical nursing courses.

BACKGROUND: To determine the impact of combining clinical simulation scenario training and Information Technology Integrated Instruction (ITII) on the teaching of nursing skills. METHODS: 120 4th-year students in a nursing program who were enrolled in medical and surgical nursing courses. 61 received innovative instruction (experimental group) and 59 received conventional instruction (control group). The ADDIE model, systematic method of course development that includes analysis, design, development, implementation, and evaluation,was used to build simulation teaching and clinical scenarios and to create and modify objective structure clinical examination (OSCE) scenario checklists for acute myocardial infarction (AMI) care, basic life support and operation of automated external defibrillator (BLS), and subdural hemorrhage (SDH) care. The modified OSCE checklists were assessed for reliability, consistency, and validity. The innovative training included flipped classrooms, clinical simulation scenarios, ITII and blended learning formats. RESULTS: The reliability and validity of the OSCE checklists developed in this study were acceptable and comparable or higher than checklists in past studies and could be utilized as an OSCE performance tool. Students in innovative instruction obtained significantly better OSCE performance, lab scores and improvements from the previous year's grades. Significant differences were found in situational awareness (SA). No strong correlations were found between OSCE scores and clinical internship scores, and no significant differences were found between the groups in overall clinical internship performance. CONCLUSIONS: Innovative instruction showed better performance than conventional methods in summative evaluation of knowledge components, OSCE formative evaluation and clinical nursing internship scores, as well as improved situational awareness in nursing students.

Locating "gold standard" evidence for simulation as a substitute for clinical practice in prelicensure health professional education: A systematic review.

AIMS AND OBJECTIVES: To extract, examine and report the highest available levels of evidence from healthcare disciplines in the use of simulation-based education as substitution for clinical placement in prelicensure programmes. BACKGROUND: Simulation is widely employed across prelicensure health professional education to create safe, realistic clinical learning experiences for students. Whether simulation can be employed to substitute for actual clinical placement, and if so, in what proportion, replacement ratio and duration, is unclear. METHODS: A systematic review and quality appraisal of primary studies related to prelicensure students in all health disciplines, guided by the PRISMA checklist. RESULTS: Ten primary studies were included, representing 2,370 students from three health disciplines in four countries. Nine studies were experimental and quasi-experimental and methodological quality was assessed as moderate to high with good to very good inter-rater agreement. Direct substitution of simulation for clinical practice ranged from 5% to 50%. With one exception, replacement ratios were 1:1 and duration of replacement ranged from 21 hr-2 years. Levels of evaluation included measures of reaction, knowledge and behaviour transfer; no negative outcomes were reported. We appraised practicalities for design of substitution, design limitations and knowledge transfer to accreditation standards for prelicensure programmes. CONCLUSIONS: This review synthesised highest levels and quality of available evidence for substitution of simulation for clinical placement in health professional education. Included studies were heterogenous in simulation interventions (proportion, ratio and duration) and in the evaluation of outcomes. Future studies should incorporate standardised simulation curricula, widen the health professions represented and strengthen experimental designs. RELEVANCE TO CLINICAL PRACTICE: Current evidence for clinical educational preparation does not appear to be translated into programme accreditation standards governing clinical practice experience for prelicensure programmes in relevant jurisdictions. Overall, a stronger evidence base is necessary to inform future curricula and policy development, to strengthen clinical practice in health.

Clinical Factors Influence the Trueness of Intra-oral Scanning.

AIMS: The aim of this in vitro study was to evaluate the influence of adjacent teeth in the trueness of digital impressions. MATERIALS AND METHODS: In this study the first premolar on a typodont mounted in a phantom head was prepared for an all ceramic crown. Three different operators scanned the tooth with an intraoral scanner, with three different clinical scenarios: with no adjacent teeth, with one adjacent tooth and with two adjacent teeth. Resulting scans from each operator were compared with a reference scan using metrology software. RESULTS: The results of this in vitro study showed differences of scanning trueness between each clinical simulated situation. CONCLUSIONS: The presence of adjacent teeth can decrease the view of interproximal surfaces and may generate a less precise scan in these regions. The results of this study showed that the trueness of an intraoral digital impression is conditioned by a good visibility of the abutment.

The Relation of Satisfaction, Self-Confidence and Emotion in a Simulated Environment.

Clinical simulation allows discussions about improving the quality on the patient's care. This method have effectiveness on what concerns to satisfaction, self-confidence and student motivation. However, during the assessment, the students have emotional reactions that have tended to be overlooked. In view of this, this article seeks to identify and describe the relationship of the emotions observed by facial expressions and assess their degree of satisfaction and self-confidence by carrying out simulated practices among the nursing students. The analysis based on the scales showed high satisfaction and self-confidence levels, and it was found that the predominant basic emotion was anger, which is caused by other correlated emotions like tension and stress. This divergence between the identified emotions opens up space for further investigations about the level of motivation and the stimulus tolearning that these emotions can provide, and the extent to which they can lead to satisfaction and self-confidence.

Nursing Students' Perceived Self-Efficacy and the Generation of Medication Errors with the Use of an Electronic Medication Administration Record (eMAR) in Clinical Simulation.

Medication errors continue to be a significant issue, posing substantial threats to the safety and well-being of patients. Through Bandura's theory of self-efficacy, nursing students' self-efficacy (confidence) related to medication administration was examined to investigate its influence on the generation of medication errors with the use of an Electronic Medication Administration Record (eMAR) in clinical simulation. This study examined the generation of medication errors and the differences that may exist based on nursing students' perceived confidence. The findings of this study demonstrated that nursing students continue to generate medication errors within clinical simulation. No differences in the generation of medication errors were found between nursing students with perceived high levels of confidence and those with perceived low levels of confidence (one exception noted). Further examination of the variables and contextual factors related to safe medication administration practices is required to inform nursing education and practice.

[A virtual patient to improve doctor-patient communication : reality or fiction ?] / Un patient virtuel pour améliorer la communication médecin-patient : réalité ou fiction ?

The transformations of the health system and the preferences of the patients themselves have led healthcare professionals to rethink the place and role of the patient in the healthcare system, putting the caregivercare relationship and communication at the heart of public health issues. The literature shows that empathic communication is associated with better adherence to treatment, better patient satisfaction and less litigation. However, the initial training programs of health professionals are little oriented towards this field. Moreover, they are mainly based on a direct transition from theory to clinical practice with all the risks that this entails for patients. Some recent studies suggest an interest in virtual reality simulation for the development of these communication skills. This article offers an overview of the potential of virtual clinical simulation as a complementary or even alternative method to traditional teaching methods. Different studies will illustrate these innovations in the training of physicians in clinical reasoning, empathic communication, and in a highly emotional situation such as breaking bad news.

Les transformations du système de santé et les préférences des patients eux-mêmes ont conduit les professionnels de santé à repenser la place et le rôle du patient dans le système de soins, mettant la relation soignant-soigné et la communication au coeur des enjeux de santé publique. La littérature montre qu'une communication empathique est associée à une meilleure adhérence au traitement, une meilleure satisfaction des patients et moins de litiges. Pourtant, les programmes de formation initiale des professionnels de santé sont peu orientés vers ce domaine. De plus, ils se basent principalement sur un passage direct de la théorie à la pratique clinique, avec tous les risques que cela comporte pour les patients. Quelques études récentes suggèrent un intérêt de la simulation en réalité virtuelle pour le développement de ces compétences communicationnelles. Cet article propose un aperçu du potentiel de la simulation clinique virtuelle comme méthode complémentaire, voire alternative, aux méthodes pédagogiques traditionnelles. Différentes études illustreront ces innovations dans le cadre de la formation des médecins au raisonnement clinique, à la communication empathique, et dans une situation hautement émotionnelle telle que l'annonce de mauvaises nouvelles.

Clinical Simulation Training in Geriatric Medicine: A Review of the Evidence and Lessons for Training in Psychiatry of Old Age.

Clinical simulation encompasses a broad range of methods and techniques that allow clinical skills to be rehearsed and practiced away from the clinic before being applied to real patients. As such, preparation of doctors and other healthcare professionals for safe clinical practice is one of its main aims. The objective of this paper was to review the evidence regarding the use of clinical simulation training in geriatric medicine education and consider how the findings may be translated to education in the closely related field of psychiatry of old age. Original papers and descriptive case studies of clinical simulation training programs for medical professionals were considered for inclusion. Papers were grouped according to the participants' level of training: (1) undergraduate medical education; (2) postgraduate medical education; and (3) multiple levels of medical learners. A diverse range of effective simulation modalities for teaching geriatric medicine was identified across all levels of learning. The evidence suggests that there is much fertile ground for trainees in geriatric medicine and psychiatry of old age to participate in joint simulation training programs, thereby maximising their reach while minimising associated resource requirements and financials costs. Given the prominent position of psychiatry of old age at the interface between psychiatry and medicine, old age psychiatrists potentially have much to offer in advancing the field of clinical simulation while simultaneously improving patient care.

Objective Structured Clinical Examination as an Assessment Tool for Clinical Skills in Dermatology.

BACKGROUND: Objective Structured Clinical Evaluation (OSCE) is an excellent method to evaluate student's abilities, but there are no previous reports implementing it in dermatology. OBJECTIVES: To determine the feasibility of implementation of a dermatology OSCE in the medical school. METHODS: Five stations with standardized patients and image-based assessment were designed. A specific checklist was elaborated in each station with different items which evaluated one competency and were classified into five groups (medical history, physical examination, technical skills, case management and prevention). RESULTS: A total of 28 students were tested. Twenty-five of them (83.3%) passed the exam globally. Concerning each group of items tested: medical interrogation had a mean score of 71.0; physical examination had a mean score of 63.0; management had a mean score of 58.0; and prevention had a mean score of 58.0 points. The highest results were obtained in interpersonal skills items with 91.8 points. LIMITATIONS: Testing a small sample of voluntary students may hinder generalization of our study. CONCLUSIONS: OSCE is an useful tool for assessing clinical skills in dermatology and it is possible to carry it out. Our experience enhances that medical school curriculum needs to establish OSCE as an assessment tool in dermatology.

The practice of simulation-based assessment in respiratory therapy education.

Clinical simulation has gained prominence as an educational approach in many Canadian respiratory therapy programs and is strongly associated with improved learning, clinical and nonclinical skill, future performance, and patient outcomes. Traditionally, the primary assessment approach employed in clinical simulation has been formative debriefing for learning. Contextual factors, such as limited opportunities for learning in clinical practice and technologically oriented perspectives on learning in clinical simulation, are converging to prompt a move from using formative debriefing sessions that support learning in simulation to employing high-stakes testing intended to measure entry-to-practice competencies. We adopt the perspective that these factors are intricately linked to the profession's regulatory environment, which may strongly influence how simulation practices become embedded with respiratory therapy educational programs. Through this discussion we challenge the profession to consider how environmental factors, including externally derived requirements, may ultimately impact the effectiveness of simulation-based learning environments.

Optimizing learner assessment in a respiratory therapy clinical simulation course.

The purpose of this participatory action research project was to evaluate the effectiveness and objectiveness of learner evaluation methods used in a clinical simulation course offered at a community college as part of the 3-year Respiratory Therapy advanced diploma program. A mixed-method approach to data collection was used. A paper-based questionnaire was completed by 47 participants and was utilized to identify learner satisfaction with the simulation experience. An online questionnaire was completed by 16 participants and utilized to identify learner satisfaction with the evaluation methods used in the course, as well as to gather suggestions for improvement of those methods. Two focus groups further explored 7 participants' impressions of how evaluation practice in the course affected their learning process and competence in preparation for formal assessment. Data analysis found that the majority of participants were generally satisfied with the current evaluation process considering the practice objective and found that it was effective in helping learners achieve their learning goals. Areas identified for improvement included practice improvement, such as team and communication skills assessment; student self-reflection assessment; and changing the grading system from a numerical grade system to a pass/fail system. The project offers suggestions for future research, including the development of a standard evaluation rubric in high-fidelity simulation in respiratory therapy in Canada based on the national competency profile for entry to practice.

Partnering for Patti: Shaping future healthcare teams through simulation-enhanced interprofessional education.

BACKGROUND: Simulation-enhanced interprofessional education (sim-IPE) is a growing component of undergraduate health curricula, preparing learners for the practice environment and, in doing so, redefining practice culture. The Canadian Interprofessional Health Collaborative (CIHC) has established a national competency framework of integrative competency domains focused on fostering core skills, attitudes, and values in an effort to evolve interprofessional collaboration (IPC). This framework serves as the foundational underpinning for IPE within all health professions. Partnering for Patti is a sim-IPE experience collaboratively developed by faculty from Bachelor of Nursing and Respiratory Therapy programs within two Atlantic institutions leveled for third-year nursing and respiratory therapy students. This event provides an opportunity for participants to enhance their knowledge of the six CIHC IPE domains, and improve their understanding of and appreciation for IPC. Within this context learners must work together, and rely on the expertise of both professional groups to critically think through and improve a declining client scenario. Once complete, debriefing and reflective journaling help participants solidify learning and deduce new frames of understanding. It has been hypothesized that this event enhances student knowledge of CIHC IPE domains, and creates a deeper appreciation for, and understanding of IPC. The primary objective of this research was to determine if participants' understanding of CIHC IPE domains improved, and if perceptions of their own and the other profession were reframed as a result of this innovation. METHODS: This article describes the educators' approach in setting up and delivering this learning experience and the results of this event through students' perceptions. This cross-sectional study used a descriptive mixed-methods design. Two data collection tools were used to explore changes in participants' perceptions and event feedback. RESULTS: Data analysis found that the majority of participants identified value in this IPE learning experience. Qualitative and quantitative findings suggest participants developed a deepened appreciation for IPC and an improved understanding of the CIHC IPE competency domains. DISCUSSION: The evaluative findings of this study support the value of Partnering for Patti as a novel IPE learning experience. Although it is unclear to what degree objectives were met, findings strongly support continued integration of this learning experience.