Abstract Title | The name of the game is "Let's Not Play House". An innovative interprofessional education simulation


  1. Sylvia Langlois
  2. Susan J. Wagner
  3. Erica Cambly
  4. Angela Andreoli
  5. Vinita Arora
  6. Catherine Kilmartin
  7. Roxanne Power
  8. Denyse Richardson


Simulation and Simulated Patients


Simulated Patients


University of Toronto


• An interprofessional education (IPE) curriculum was developed and implemented at UT in Canada in 2009 for 1400 students from 11 health science professional programs

• These programs include:  Dentistry, Kinesiology and Physical Education, Medical Radiation Sciences, Medicine, Nursing, Occupational Therapy, Pharmacy, Physical Therapy, Physician Assistant, Social Work and Speech-Language Pathology

• This competency-based (see Figure 1 in Details), longitudinal curriculum has five main components:  1) core competencies, 2) learning activities, 3) assessment, 4) evaluation and 5) faculty leadership

• Use of simulation in interprofessional health science education has been found to positively promote learning, enable readiness for real-life practice without risk and advances the development of communication, teamwork and leadership skills

• What is “Let’s Not Play House”? (see Details)


· Interprofessional education benefits from simulated learning activities that use innovative methods that make learning fun

· The role of simulation in IPE requires continued development and application to determine best practices

Take-home Messages

· Innovative IPE learning involving simulation is effective, valuable and fun

Summary of Work


· To utilize case-based simulation to promote interprofessionalism in students

· To extract key learning from this simulation to assist in the development of future interprofessional learning opportunities




· Three and a half-hour learning activity offered over dinner where ideally senior students are placed in interprofessional groups of 10 with two IPE facilitators

· Students receive the stem of the case through a video clip depicting the admission of the patient/client

· Students work in their interprofessional teams to screen the simulated patient/client and determine who else should be interviewed and what assessments/reports/test results need to be ordered to continue the assessment process



See Details 



· Nine teams composed of six – eight students each across junior and senior levels 


Assessment and Evaluation

· Global rating scales, based on the IPE core competencies (see Figure 1 in Details), were utilized as a pre- and post-self-assessment in this learning activity

· Evaluation of the session, both quantitative and qualitative, was completed by teams and facilitators


Summary of Results


  • Examples of pre- and post-self-assessment global rating scales results across the three constructs of values and ethics, communication and collaboration are in Figures  2 - 4  in Details
  •  Post self-assessment global rating scale results for students revealed at least 70% agreed or strongly agreed that they had achieved all the targetted core competencies



    1)   Quantitative

 · See Details


2)  Qualitative Data Themes

a)  Students

Valued Aspects

  • Opportunity to problem-solve and collaborate
  • Availability of objective tests
  • Standardized patient/clients and student interactions

    Challenging Aspects

  • Time constraints
  • Organization of learning activity

    b)  Facilitators

    Valued Aspects

  •   Rich learning opportunities to practice interviewing and critical thinking
  •  Opportunity to practice leadership in a collaborative setting
  •  Sharing and synthesis of information
  •  Appreciation of each others' roles

                Challenging Aspects

  • Students focused more on the outcome than the process
  • Time management and time constraints                                                                               

Funding for this program was from a UT Standardized Patient Program 25th  Anniversary Award for Program Development

  • Hall, P. & Weaver, L. (2001). Interdisciplinary education and teamwork:  A long and winding road.  Medical Education, 35(9), 867-875.
  • Robertson, J. & Bandali, K. (2008). Bridging the gap:  Enhancing interprofessional education using simulation.  Journal of Interprofessional Care, 22(5), 499 – 508.

Figure 1


UT IPE Core Competency Framework




  •  "Let's Not Play House" competencies are highlighted (see Summary of Results - Details for specifics)
    • These are at the competence or entry-to-practice level across the three constructs (in orange) of values and ethics, communication and collaboration
    • Contact for a copy


  • In this curriculum, learners are required to participate in four core and a number of elective IPE learning activities (e.g., "Let's Not Play House") in order to cover the core competencies


  • What is “Let’s Not Play House


o    The name of this learning activity is based on the U.S.A. television series, House, starring Hugh Laurie as Dr. House, who heads a diagnostic program for challenging cases, but focuses on medicine and a uniprofessional team excluding other professions and an interprofessional team approach


o    This case-based simulation utilizes standardized patients/clients and family members around a complex intriguing scenario that involves collaboration by the interprofessional team to achieve best results 

Take-home Messages
Summary of Work

Format (Continued)

· All detailed assessments, including profession-specific reports, laboratory and radiological results, consults, etc. are obtained from an all-knowing facilitator in the room who has the health chart and provides information upon request

· Each interprofessional team member provides interpretation of the information obtained to further team deliberations

· The team has the opportunity to interview the patient/client and some of his family and friends in order to obtain a clearer assessment picture and consider future management.

· Finally, students write a shared interprofessional management plan



· William is a 59 year-old man who presents in the Emergency Department of UT Hospital with respiratory failure, ataxia and confusion 

· Standardized actors also portray two sons and two friends


Participants (Continued)

· Students participated from the following programs:  dentistry, medicine, medical radiation sciences, nursing, occupational therapy, pharmacy, physical therapy, social work and speech-language pathology

· A total of 19 facilitators participated who completed a facilitator education session prior to this learning activity


Assessment and Evaluation (Continued)

· A five-point Likert global rating scale with three anchors was used for the assessment of each IPE core competency

· Facilitators also assessed team performance and the team management note 

· In addition, a focus group with facilitators was conducted

Summary of Results


The specific competencies targetted for student self-assessment using global rating scales at the competence or entry-to-practice level, are below



·        Work collaboratively with others to assess, plan, provide care/intervention and make decisions to optimize client/patient/family health outcomes and improve quality of care

·        Demonstrate leadership in advancing effective IP team function through a variety of strategies including:

·        Reflection

·        Promotion of effective decision-making

·        Identification of factors that contribute to or hinder team collaboration, including power and hierarchy



·        Communicate effectively, including giving and receiving feedback

·        Perform as an effective IP team member by:

·        Sharing information

·        Listening attentively

·        Using understandable  communications

·        Providing feedback to others

·        Responding to feedback from others


Values and Ethics:

·        Practice ethically in an IP environment

·        Accept, through respect and value, others and their contributions in relational-centred care       





Self-Assessment Form 


Table 1


 Let’s Not Play House            Profession:


                                    Student Number:


Self-Assessment of Learning: 

Before the session 

Circle the rating that best reflects your judgment of your knowledge, skills/behaviours and

attitudes in the following categories:




Skill/Behaviour – Work collaboratively with others


 1                         2

Not able to work collaboratively with others to assess, plan, provide care/ intervention and make decisions to optimize health outcomes and improve quality of care.



Able to work collaboratively with others on some occasions to assess, plan, provide care/ intervention and make decisions to optimize health outcomes and improve quality of care.


4                                  5


Able to work collaboratively with others, as appropriate, to assess, plan, provide care/intervention and make decisions to optimize health outcomes and improve quality of care.


Attitude  – Accept others and their contributions


 1                          2

Not able to demonstrate

respect and value of others’ contributions in relational-centered care.



Able to demonstrate respect and value others’ contributions on some occasions in relational-centered care.


4                                   5

Able to clearly demonstrate respect and value of others’ contributions in relational-centered care.




Frequency of Global Ratings

Selected Core Competencies 


Figure 2




Figure 3





Figure 4







 Quantitative - Student


Table 2


  • Based on a five-point Likert scale


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