The Evaluation of a Simulated Interprofessional Education Session Between Dietetics and Acting Students

Abstract

Introduction: This paper evaluates a simulated interprofessional education (IPE) session that brought together dietetic and acting students to explore the development of communication skills and collaborative practice through role-play consultations. Designed to foster experiential learning, the session enabled dietetics students to practice patient-centred communication while acting students portrayed patients based on character briefs and offered feedback from a service-user perspective. Methods: The session aimed to enhance empathy, rapport-building, and professional adaptability across both disciplines. Evaluation data were collected via a structured questionnaire completed by 17 dietetic and 5 acting students, assessing areas including skill development, interprofessional collaboration, and session impact. Results: Results indicated high satisfaction, with 100% of participants rating the session positively and reporting gains in communication, teamwork, and understanding of interdisciplinary roles. Both groups valued the opportunity to apply their respective skills in a realistic, low-risk setting, highlighting the benefits of including nontraditional disciplines in IPE. Recommendations for future iterations include expanding scenario diversity and providing more time for practice and feedback. Conclusion: Overall, the session was found to be an effective and engaging method of supporting communication competence and mutual learning between healthcare and performing arts students.