Undergraduate Health Professional Students’ Team Communication in Simulated Emergency Settings: A Scoping Review

Abstract Team communication problems have been reported to be responsible for up to 80% of medical errors in healthcare settings. Although simulation is a recognized means to learn communication skills, little is known about students’ team communication in a simulated setting. This review sought to explore what is known about undergraduate health professionals team communication in simulated emergency settings. The Joanna Briggs Institute framework was used to identify studies through five databases. After titles and abstracts and full texts review, 22 studies were identified for analysis and synthesis using inductive thematic analysis. Three key themes emerged: the context of simulation, teamwork and communication, and student interpretations. Simulation is a successful tool to experience communication and teamwork for students. Non-technical skills enhanced students’ performance of clinical skills based on expert rating and in understanding shared values, collaboration, and respect for each other, and improving confidence. Simulation is a suitable approach to measure and enhance team communication and teamwork. Exploration of gender, age, and ethnicity and other factors to assess their impact on communication should be the focus of future research in this area.