Bridging Disciplines: Enhancing Communication Skills through Interprofessional Simulation in Health Sciences Education

Background Interprofessional communication is a core competency essential for effective collaborative practice in healthcare. As such, understanding the role of interprofessional simulation in healthcare education is crucial for enhancing communication and teamwork across disciplines. These simulations equip students to function effectively in dynamic, multidisciplinary teams. However, poor communication or miscommunication can hinder the clarity of ideas, result in the omission of critical information, and ultimately lead to suboptimal patient care and professional incompetence. This study aims to explore and describe the contributions of interprofessional simulation in developing communication skills among multidisciplinary health sciences students, thereby supporting improved collaborative practice and patient outcomes. Design: This study employed a qualitative, descriptive, exploratory, and contextual design. Four online focus group discussions were conducted with students from four departments within the Faculty of Health Sciences. The data were transcribed and analysed using the Matrix Building Framework, following the method proposed by Miles, Huberman, and Saldaña. Results Two key themes emerged regarding the role of interprofessional simulation in healthcare education: Interprofessional simulation promotes interprofessional and collaborative practice learning activities; and the prerequisites for implementing interprofessional simulation within the Faculty of Health Sciences. Five subthemes were identified: development of communication skills among multidisciplinary team members, enhanced understanding of the roles and responsibilities of other professions, improved teamwork and skill-sharing for effective collaborative practice, the need for preparedness among faculty management, lecturers, and students, and the establishment of a collaborative simulation-based learning environment. Participants viewed interprofessional simulations positively, recognising their value in enhancing communication skills and clinical competence. Conclusion The findings highlight the need to develop and integrate IPS activities that focus on strengthening interprofessional communication. Such initiatives can help students build communication competencies that they can apply, critically reflect on, and connect with their existing knowledge and clinical experiences.