Great alone, BEST together: interprofessional better and systematic team training for biomedical laboratory science, radiography, nursing, and paramedicine students (studentBEST)

Background According to the National Curriculum Regulations for Norwegian Health and Welfare Education (RETHOS), curricular objectives shall focus on interprofessional communication and collaboration. We aimed to further develop the Norwegian interprofessional team training model known as BEST (Better and Systematic Team Training) for biomedical laboratory science, radiography, nursing and paramedicine students at Oslo Metropolitan University. Methods Anonymous student evaluations from interprofessional simulations between 2023-2025 were collected, grouped by educational program, and analysed retrospectively using descriptive statistics. The full instructor manual is included as supplementary material, to allow replication of studentBEST in other educational settings. Results Each student group represented their respective future profession and performed associated tasks. In the student evaluation ( n = 363), experiences varied across professional groups, but they rated all the scenarios with a minimum median score of 5 out of 6, where 1 represents very dissatisfied and 6 very satisfied. Both “interprofessional simulation as a learning method” and “how relevant studentBEST was in relation to your studies and your future job situation” received a median score of 6 (IQR:1). Conclusion This positive feedback indicates that the students found the scenarios relevant and valuable. The high ratings for the relevance of studentBEST to their studies and future job situations suggest that this approach is well-aligned with their educational and career goals and could help prepare them for real-world challenges in their respective fields. However, differences in experiences across professional groups highlight the importance of ensuring meaningful and equitable learning experiences for all participating professions.