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Undergraduate cardiac arrest team training

Health profession students are traditionally educated within their discipline with little to no interaction with other health professionals, but are expected to function as integral members of the health care team after graduation. Health profession educators must bridge this disconnect by providing interprofessional learning experiences for students. We sought to evaluate the impact of interdisciplinary team‐based (ITB) versus individual discipline‐based (DB) learning with multiple health care disciplines during a simulated cardiac arrest.