Abstract

Objectives
This systematic review (SR) is the first to assess pharmacy involved Interprofessional Education (IPE) simulation activities to establish current methodological effectiveness using Kirkpatrick’s Evaluation Model (KEM). This is a training evaluative model that assesses educational training activities according to four Levels: reaction, learning, behavior, and results.

Findings
From the 3108 studies retrieved, 14 studies met the inclusion criteria. 13 studies achieved Levels 1 and 2 of KEM and one achieved Level 3. One study only achieved Level 1. Single group, pre-post-test studies were the most common study designs (n= 9), and one study had a longitudinal approach. IPE duration ranged from 45 minutes to five days and most of the studies were conducted in the U.S.A (n=10). Most studies alluded to an underpinning theory behind IPE Simulation design and chose surveys as their mode of data collection.

Summary
The most common limitation reported was the uneven representation of professions and a lack of data on the studies’ effect in practice. To demonstrate the achievement of outcomes in relation to Levels 3 and 4, there is a need for longitudinal studies of IPE simulation activities. Although evaluative studies showed a positive response to IPE simulation at a basic level, there is a lack of effective integration of theory behind IPE design. Future studies need to consider this when setting the infrastructure of IPE design, as well as making efforts to mobilize stakeholders into the workplace to help facilitate transfer of learning.