Written by Jemma Walker MSc, BSc, PGCer, Senior Lecturer at the University of the West of England, this blog shares how two Higher Education Institutions (HEIs) have worked in partnership since 2019 to deliver sustainable and authentic interprofessional simulation training for midwifery and medical students in Bristol.

Inter-professional learning within higher education is not a new concept, it has long been recognised as essential for improving collaborative working within healthcare settings (WHO, 2010; NHS England, 2016). More recently, the government has commissioned a national review following criticism that recommendations from major reports, including Ockenden (2022) and Kirkup (2023) have not improved maternity safety. The interim Amos (2025) report similarly highlights the ongoing influence of culture and teamworking on the quality of care.

Together, these findings reinforce the long‑standing principle that “staff who work together, should train together”. As professional behaviours, attitudes, and hierarchies begin to form at undergraduate level, this principle should be prioritised within higher education curricula.

Across the UK, HEIs deliver a wide range of medical, nursing, midwifery, and allied health programmes. However, many institutions do not offer a full complement of undergraduate professional courses due to historical structural divisions between medical schools and nursing or midwifery education. This can limit opportunities for authentic multi-professional simulation, reducing students’ exposure to realistic teamworking experiences that reflect the NHS workforce they will soon join.

Some may argue that HEIs cannot collaborate due to geographical, timetabling, or financial constraints. However, this blog demonstrates that such barriers can be overcome and that collaboration can be more cost‑effective than working in silos. With careful implementation and genuine partnership working, cross‑HEI initiatives can enhance undergraduate learning and increase institutional attractiveness in an increasingly consumer driven market.

Since 2019, approximately 500 medical and midwifery students from two Bristol‑based HEIs have attended an annual inter-professional obstetric emergencies simulation training day, held regularly each year. The programme uses the Undergraduate PROMPT training package from the PROMPT Maternity Foundation, one of the few evaluated simulation packages adapted specifically for undergraduate learners (Edwards, 2015).

Strong partnerships between the two HEIs have been fundamental to the programme’s success. Key to this has been early strategic commitment, with both institutions recognising the shared value and feasibility of collaboration. Financial resources are shared pragmatically: one university hosts the training days, while the other contributes to costs such as printing and faculty catering. Both institutions provide a multi-professional faculty and actively promote the initiative through open days and recruitment activities.

Ongoing evaluation remains a priority. Student feedback continues to inform programme development, and a paper examining student outcomes is currently in development. The programme has also been positively reviewed through General Medical Council quality assurance processes.

Large‑scale simulation requires significant planning, and the PROMPT undergraduate package was central to the success of the Bristol programme. Its adapted resources enabled multi‑professional facilitators to deliver high‑quality, authentic simulation that strengthened teamwork and improved student experience, using high quality teaching and facilitation resources that reflects evidence based national guidance.

By sharing this blog, I hope to empower other HEIs in developing meaningful interprofessional learning opportunities that build essential communication and teamworking skills. Further information on the Undergraduate PROMPT package is available via the PROMPT Maternity Foundation.

References

Edwards, S.E. et al. (2015) Effective interprofessional simulation training for medical and midwifery students. BMJ Simulation and Technology Enhanced Learning [online]. 1 (3). Available from: https://stel.bmj.com/content/1/3/87.

Kirkup, B. (2022) Reading the Signals Maternity and Neonatal Services in East Kent -the Report of the Independent Investigation [online]. Available from: https://assets.publishing.service.gov.uk/media/634fb083e90e0731a5423408/reading-the-signals-maternity-and-neonatal-services-in-east-kent_the-report-of-the-independent-investigation_print-ready.pdf.

NHS England (2016) NHS England National Maternity Review England.nhs.uk. 2016 [online]. Available from: https://www.england.nhs.uk/mat-transformation/implementing-better-births/mat-review/.

Ockenden, D. (2022) Final report of the Ockenden review GOV.UK. 2022 [online]. Available from: https://www.gov.uk/government/publications/final-report-of-the-ockenden-review.

Prompt Maternity Foundation (2019). https://www.promptmaternity.org/undergraduate-prompt

World Health Organization (2010) Framework for Action on Interprofessional Education & Collaborative Practice World Health Organization. 2010 [online]. Available from: https://www.who.int/publications/i/item/framework-for-action-on-interprofessional-education-collaborative-practice.