Why This Book?

  • Madeleine Abrandt DahlgrenEmail author
  • Li Felländer-Tsai
  • Sofia Nyström
  • Hans Rystedt
Part of the Professional and Practice-based Learning book series (PPBL, volume 26)


The introductory chapter provides a backdrop to and problematization of simulation as a pedagogical technology for interprofessional learning in health care education and practice. The chapter also discusses the relation to the changing views on professional learning and the current discourses on the increasing complexity of future health care. The dominating scientific, technical rationalities of professional practice as simply the application of theoretical knowledge, possessed by individuals, are being challenged. Recent theorizations of practice instead suggest alternative views of knowledge as being embodied and relational, intertwined with ethical reasoning and materiality. There is a global call for health care education reform and interprofessional learning to resolve patient safety issues. However, there is a lack of research with a particular view on interprofessional simulation, and hence a need of scrutiny and development the pedagogy for simulation practice.


  1. Barr, H., Koppel, I., Reeves, S., Hammick, M., & Freeth, D. (2005). Effective interprofessional education. Argument, assumption & evidence. Oxford: Blackwell publishing.CrossRefGoogle Scholar
  2. CAIPE (2002). Interprofessional education – a definition.
  3. Cant, R. P., & Cooper, S. J. (2010). Simulation-based learning in nurse education: Systematic review. Journal of Advanced Nursing, 66(1), 3–15.CrossRefGoogle Scholar
  4. Cook, D. A., Hatala, R., Brydges, R., Zendejas, B., Szostek, J. H., Wang, A., et al. (2011). Technology-enhanced simulation for health professions education: A systematic review and meta-analysis. Journal of the American Medical Association, 306(9), 978–988.Google Scholar
  5. Cooper, H., Carlisle, C., Gibbs, T., & Watkins, C. (2001). Developing an evidence base for interdisciplinary learning: A systematic review. Journal of Advanced Nursing, 35, 228–237.CrossRefGoogle Scholar
  6. Costanza, M. (2015). Measuring the impact of interprofessional education on collaborative practice and patient outcomes. Journal of Interprofessional Education and Practice, 1(2), 34–35.CrossRefGoogle Scholar
  7. Dieckmann, P., Molin Friis, S., Lippert, A., & Østergaard, D. (2009). The art and science of debriefing in simulation: Ideal and practice. Medical Teacher, 31, e-287–ee294.CrossRefGoogle Scholar
  8. Fox, A., & Reeves, S. (2015). Interprofessional collaborative patient-centred care: A critical exploration of two related discourses. Journal of Interprofessional Care, 29(2), 113.CrossRefGoogle Scholar
  9. Freeth, D., Reeves, S., Goreham, C., Parker, P., Haynes, S., & Pearson, S. (2001). ‘Real life’ clinical learning on an interprofessional training ward. Nurse Education Today, 21(5), 366–372. Scholar
  10. Frenk, J., Chen, L., Bhutta, Z., Cohen, J., Crisp, N., Evans, et al. (2010). Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world. Lancet, 376(9756), 1923–1958.CrossRefGoogle Scholar
  11. Gough, S., Hellaby, M., Jones, N., & MacKinnon, R. (2012). A review of undergraduate interprofessional simulation-based education. Collegian, 19(3), 153–171.CrossRefGoogle Scholar
  12. Hamstra, S. J., Brydges, R., Hatala, R., Zendejas, B., & Cook, D. A. (2014). Reconsidering fidelity in simulation-based training. Academic Medicine, 89(3), 387–392. Scholar
  13. Landrigan, C. P., Parry, G. J., Bones, C. B., Hackbarth, A. D., Goldmann, D. A., & Sharek, P. J. (2010). Temporal trends in rates of patient harm resulting from medical care. New England Journal of Medicine, 363(22), 2124–2134.CrossRefGoogle Scholar
  14. Manser, T. (2009). Teamwork and patient safety in dynamic domains of healthcare: A review of the literature. Acta Anaesthesiologica Scandinavica, 53(2), 143–151. Scholar
  15. McGaghie, W. C., Issenberg, B. S., Petrusa, E. R., & Scalese, R. J. (2010). A critical review of simulation-based medical education research: 2003–2009. Medical Education, 44, 50–63.CrossRefGoogle Scholar
  16. McNair, R. (2005). The case for educating healthcare students in professionalism as the core content of interprofessional education. Medical Education, 39(5), 456–464.CrossRefGoogle Scholar
  17. Norman, G. (2014). Simulation comes of age. Advances in Health Sciences Education, 19(2), 143.CrossRefGoogle Scholar
  18. Palaganas, J. C., Epps, C., & Reamer, D. (2014). A history of simulation-enhanced interprofessional education. Journal of Interprofessional Care, 28(2), 110–115.CrossRefGoogle Scholar
  19. Singh, H., Kalani, M., Acosta-Torres, S., El Ahmadieh, T. Y., Loya, J., & Ganju, A. (2013). History of simulation in medicine: From Resusci Annie to the Ann Myers Medical Center. Neurosurgery, 73(4), 9–14.CrossRefGoogle Scholar
  20. Thistlethwaite, J. (2012). Interprofessional education: A review of context, learning and the research agenda. Medical Education, 46(1), 58–70.CrossRefGoogle Scholar
  21. World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice. Geneva: WHO.Google Scholar
  22. World Health Organization. (2013). WHO education guidelines 2013. Transforming and scaling up health professionals’ education and training. Geneva: WHO.Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Madeleine Abrandt Dahlgren
    • 1
    Email author
  • Li Felländer-Tsai
    • 2
  • Sofia Nyström
    • 1
  • Hans Rystedt
    • 3
  1. 1.Linköping UniversityLinköpingSweden
  2. 2.Karolinska InstitutetStockholmSweden
  3. 3.University of GothenburgGothenburgSweden

Personalised recommendations