Learning together: a qualitative exploration of the impact of interprofessional, immersive simulation for ageing and neurodiversity

Abstract Introduction Healthcare programmes aim to produce capable and compassionate professionals. An immersive simulation experience allows students to take on the role of the patient to help them to empathise and understand the lived experiences of others.1 However, this approach is relatively new to the healthcare professions in this study particularly for understanding older and neurodiverse (ND) patients. In 2024/2025, the KN Cheung SK Chin InterSim Centre, a university simulation-based facility in Queen’s University Belfast (QUB), was used to develop interprofessional immersive simulation on the themes of ageing and neurodiversity. Academics, students, practitioners and patients co-designed two scenarios to give students a ‘lived experience’ as ageing and ND individuals navigating healthcare systems. In scenario one, interprofessional groups experienced a dental surgery which was modified to deliver sensory overload whilst completing cognitive challenges. In scenario two, partners donned ageing suits to complete tasks involving collecting and organising medicines. In March 2025, students from pharmacy (QUB), dentistry (QUB) and occupational therapy (Ulster University) were timetabled to complete the final immersive simulations. Each student completed pre-reading, a pre-brief, two scenarios and a supported debrief. Aim To explore the post-event impact of an interprofessional, immersive simulation of ageing and neurodiversity using qualitative methodologies. Methods A love and breakup letter methodology2 (a qualitative technique) was employed at the beginning of each debrief session to capture the students’ initial reactions to and reflections on the simulated scenarios. Participants completed their letters using an anonymised letter template on Microsoft Forms. Online focus groups were scheduled two months post-event to explore the longer-term impact. Study participants for the focus groups were recruited at the end of the debrief via an information link. The focus group discussions were transcribed verbatim and anonymised. The focus groups and letters were analysed by three of the researchers and key themes/sub themes identified using thematic analysis. Results The ‘lived experience’ was completed by 96 students (44 pharmacy, 43 dental, 9 occupational therapy)​. Through the facilitated debrief, students explored age-related physical challenges, neurodiversity and healthcare as well as the reasonable adjustments which can be made to reduce health inequalities faced by these patient groups. The anonymised love/breakup letters (n = 96), employed in each debriefing session demonstrated creative reflections from participants. Three main themes were generated including empathy, collaboration and professional development. Two online interprofessional focus groups (n = 3 per group) completed 2 months post-event revealed that participants maintained an empathetic approach and were actively putting into practice what they had learnt including person-centred reasonable adjustments. Analysis of the focus group data generated multiple themes around experiencing patient challenges, empathy, professional insights and collaborative practice. Conclusion This study provides new insights into how an interprofessional, immersive simulation can provide a valuable experience for students to develop empathy, understanding and the professional insights needed for inclusive practice. The study is strengthened by an interprofessional approach but limited to single centre data collection. Further research is required to ascertain if the results could be replicated with other interprofessional groups and if this impact is maintained beyond registration.