{
    "abstract": "The Interprofessional Education Collaborative (IPEC) defined core competencies for IPE in 2011, and use of simulation in interprofessional education (IPE) continues to be developed in prelicensure health education programs.\nIn this prospective, observational study, interprofessional student teams addressed reversible causes of cardiac arrest in weekly simulations during an Emergency Medicine course. Each simulation was followed by sequential team debriefs, first regarding the IPEC core competencies of interprofessional communication, teamwork, and roles and responsibilities, and second regarding the patient-related content of the case.\nTwenty-eight pharmacy students and 60 physician assistant students completed the course. A didactic knowledge exam was administered before, immediately after, and 150\u00a0days after the course. Both disciplines' exam scores significantly increased from baseline to the end of the course and from baseline to the 150-day follow-up. Students also completed the validated Interprofessional Perceptions Survey before and after the course. Both disciplines demonstrated significant increases in Team Value, Efficiency and Interprofessional Accommodation components.\nParticipation in this simulation-based course resulted in 150-day retention of advanced cardiovascular life support knowledge and improved interprofessional perceptions in both pharmacy and physician assistant students.",
    "authors": [
        {
            "affiliation": "Department of Pharmacy Practice, Chapman University School of Pharmacy, United States.",
            "firstname": "Kimberly J",
            "initials": "KJ",
            "lastname": "Won"
        },
        {
            "affiliation": "Department of Pharmacy Practice, Chapman University School of Pharmacy, United States. Electronic address: ltsu@chapman.edu.",
            "firstname": "Laura V",
            "initials": "LV",
            "lastname": "Tsu"
        },
        {
            "affiliation": "Physician Assistant Studies Program, Chapman University Crean College of Health and Behavioral Sciences, United States.",
            "firstname": "Stephanie",
            "initials": "S",
            "lastname": "Saldivar"
        },
        {
            "affiliation": "Chapman University School of Pharmacy, United States.",
            "firstname": "Richard",
            "initials": "R",
            "lastname": "Beuttler"
        },
        {
            "affiliation": "Physician Assistant Studies Program, Chapman University Crean College of Health and Behavioral Sciences, United States.",
            "firstname": "Anne",
            "initials": "A",
            "lastname": "Walsh"
        }
    ],
    "conclusions": null,
    "copyrights": "Copyright \u00a9 2023 Elsevier Inc. All rights reserved.",
    "doi": "10.1016/j.cptl.2023.05.002",
    "journal": "Currents in pharmacy teaching & learning",
    "keywords": [
        "Advanced cardiac life support",
        "Interprofessional education",
        "Pharmacy",
        "Physician assistant",
        "Simulation"
    ],
    "methods": null,
    "publication_date": "2023-05-19",
    "pubmed_id": "37202330",
    "results": null,
    "title": "The effect of interprofessional simulations on pharmacy and physician assistant students' learning of advanced cardiac life support concepts.",
    "xml": "<Element 'PubmedArticle' at 0x788506ce8c70>"
}