Learning to work as one

In health care, no one works alone. A surgeon relies on a skilled surgical team. A primary care physician depends on partners like social workers to fully address the scope of a patient’s needs. Preparing future providers for this reality is at the heart of interprofessional education (IPE).

Since the landmark 2000 report To Err Is Human revealed that over 98,000 deaths each year are attributed to medical error, health professions education has increasingly emphasized teamwork, communication and systems-based care. What many see as an educational requirement, the School of Medicine sees it as a foundational approach to educating learners for meaningful, real-world impact.

One of the most powerful ways this approach comes to life is through simulation. Across classrooms and clinical learning environments, students engage in realistic scenarios that mirror the traditional complexities of modern health care. One way to bring learning to life is through standardized patient education, where trained actors portray individuals with complex medical or social needs. Through navigating the complexities of patient communication, students learn as much about the power of active listening as much as clinical diagnosis. Aside from standardized patients, students learn to respond to high-stakes emergencies using advanced medical manikins.  While clinical rotations remain essential, they cannot guarantee student exposure to every critical satiation. Simulation helps to fill those gaps by providing consistent, hands-on experiences in a controlled environment. Students ultimately build essential skills like teamwork, active listening and clinical decision-making before they ever reach a patient’s bedside. 

The importance of this experiential learning is at the heart of UofL’s latest expansion. Jarrod Young, the newly hired Executive Director of Academic Simulation for the University’s new Health Sciences building, which broke ground on April 21, emphasizes that effective simulation goes beyond technology.

“The environment matters just as much as the tools,” Young said, pointing to the importance of psychological safety. In a traditional hospital setting, the fear of making a mistake can be paralyzing for a student. However, the new Academic Simulation Center is designed to be a space where learners are encouraged to take risks, ask questions and learn from mistakes without fear of judgement.

Equally as important is what happens after the simulation ends. Young also notes that hands-on practice alone does not solely lead to learning. Structured debriefing allows students to reflect on their decisions, communication styles and clinical reasoning, transforming the experience into lasting learning.

The new facility is designed to serve as a collaborative hub for the entire Health Sciences Center, bringing together students from the Schools of Dentistry, Nursing, Public Health and Information Sciences and Medicine. By training together in shared spaces, learners will gain a clearer understanding of each profession’s role and develop the skills needed to function as a cohesive unit.

Through this integrated approach, the university is continuing to advance its mission to educate providers who are not only clinically skilled, but also collaborative, adaptable and patient-centered. By integrating the newest technologies with a culture of teamwork, the university is ensuring that students are truly workplace-ready the moment they graduate. They will leave the classroom not just with a mastery of medical terms and practices, but with the hands-on experience and communication skills needed to navigate any clinical situation. 

This investment reflects a broader commitment to community well-being. By equipping learners with the skills to communicate effectively, think critically and work as part of a team through simulated experiences, the university is preparing a new generation of providers to lead with confidence, collaboration and compassionate care.