Description:
This Lightning Talk presents findings from a pilot study exploring the feasibility of conducting a multi-modal evaluation of stress responses in interprofessional (IP) learners during a simulated trauma education event (Sim-IPE). The talk will share practical insights on measuring learner stress through physiological, biochemical, and psychological markers in real-time, and will highlight variations in stress responses across professions. The session will offer learners an evidence-informed perspective on designing more supportive, equitable Sim-IPE environments.
Introduction:
Sim-IPE is a well-established method for improving team performance and patient safety; however, it can generate significant stress, which may impair learning. Learners from various professions encounter unique stressors throughout simulation events. Current assessment tools are overly simplistic, often measuring only one or two indicators. This pilot study aimed to evaluate the feasibility of collecting comprehensive, multi-modal stress data and explore differences in learner stress responses across professions.
Methods:
Participants included general surgery residents, nurses, and emergency medical technicians (EMTs) participating in two trauma simulations of varying complexity. Stress was assessed using three modalities: physiological (blood pressure), biochemical (salivary cortisol), and psychological (State-Trait Anxiety Inventory - STAI). Each participant was paired 1:1 with an investigator for real-time, 12-point data collection across both simulations.
Results:
All six recruited participants completed the study. A total of 72 data points were collected, with only one salivary cortisol sample unusable. Diastolic blood pressure increased across all participants post-simulation in both scenarios. Cortisol levels rose after the first scenario in 3 of 5 participants. Nurse participants consistently reported the highest STAI scores across all timepoints, indicating greater psychological stress than other professional groups. Stress marker changes across modalities were generally congruent with STAI scores.
Conclusions:
Multi-modal stress assessment in Sim-IPE is feasible but resource-intensive, requiring careful logistical coordination and a high investigator-to-participant ratio. Despite the demands, the approach yielded valuable insights into profession-specific stress patterns. Findings suggest that stress during Sim-IPE is not uniform and must be addressed to optimize educational effectiveness and learner safety. These results can inform future educational design to better support learner wellness and performance.
Theme/Priority Criteria Alignment:
This work fulfills Theme 3: Building the Evidence Base for Interprofessional Practice and Education. It contributes directly to the Quadruple Aim, particularly the goal of improving healthcare team wellness. By identifying and addressing differential stress responses among interprofessional learners, this work lays the foundation for more effective, compassionate, and resilient education in both academic and community practice settings.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (National Center OICPD). The National Center OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
Learners can claim CE credit by completing the Daily Evaluation.
