Penni I. Watts

Summary Statement: Competency-based education (CBE) has become a prevalent framework in health professions education, emphasizing observable outcomes, learner progression, and accountability to patient needs. This scoping umbrella review examined how simulation-based education (SBE) is being used to support and implement CBE across health care professions and disciplines. Across 44 reviews, SBE was used to support knowledge, skills, clinical reasoning, communication, teamwork, and confidence. High-fidelity simulation, virtual reality, standardized patients, and hybrid modalities were commonly used to support deliberate practice and competency-focused learning. Despite this alignment, SBE was frequently implemented as a discrete educational modality rather than as a longitudinally integrated component of competency-based curricula, with inconsistent reporting of competency frameworks, theory-informed design, debriefing approaches, and programmatic assessment strategies. This review synthesizes key findings, gaps, and recommendations and proposes a simulation-grounded CBE framework to guide the intentional integration of SBE within competency-based health care curricula.

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Interprofessional education is essential to prepare students of health professions to work in clinical practice teams. Integrating team skills into classes is challenging due to schedule conflicts, curriculum variations, and general academic demands. Virtual asynchronous delivery can help overcome these barriers, offering opportunities to simulate team-based care planning. The Interprofessional Collaboratory Experience included four distinct modules. Using an online learning management system, students completed team-based care planning activities for a pediatric patient at two different age points and during transitional care. A mixed-methods evaluation integrated postactivity Interprofessional Collaborative Competency Attainment Scale results. A total of 858 students representing eight different professions completed the collaboratory experience over five course iterations (2020-2021). Interprofessional Collaborative Competency Attainment Scale results confirmed that gender ( P < .001), cohort ( P = .005), and profession ( P < .001) were significant predictors of score change, and age group ( P = .281) was not. Qualitative thematic analysis revealed the following: interprofessional collaboration, communication and respect, professional growth as a healthcare team member, and value and impact of other professions. An asynchronous virtual course for team care effectively supported interprofessional competency development for students across healthcare professions.