Healthcare professionals work in a diverse community of different specialities and skills. However, most healthcare professional courses are insular and isolating in their training methods. This results in highly trained individuals, who are unfamiliar with the true multidisciplinary team (MDT) approach in health services [1], leaving them unprepared for working in the NHS. One specific area where teamwork, good communication and appreciation of others’ skills sets are crucial is during medical emergencies and cardiac arrests, where multiple professions (including: Doctors, Nurses, Resuscitation officers, Operating Department Practitioners) work together to achieve the best outcome patients. We aimed to introduce Interprofessional Education (IPE) to cardiac arrest simulations for final year undergraduate medical and nursing students to improve their understanding of working as part of a MDT, to enhance their confidence in dealing with cardiac arrests and prepare them for work in the NHS. Reviewing the literature, there are several key components required to successfully instil IPE including: commitment to IPE, expert facilitation, understanding of roles in different professions, and positive role modelling [2]. When designing the course, we obtained each profession’s learning outcomes for cardiac arrest and planned them into the course; paying particular attention to equal weighting of learning outcomes for both professions and mutual learning outcomes. Furthermore, we identified key skills which we wanted students to demonstrate and designed simulations to incorporate these. For example, nursing students using the defibrillator in manual mode independently and medical students to independently use the defibrillator in automatic mode. To add value to the course we wanted high quality role modelling and profession specific feedback. To do this, we ensured both qualified nurses and doctors with experience in delivering feedback and real-life cardiac arrest cases were present for all sessions. Feedback collated from students and faculty positively supported the introduction of IPE in cardiac arrest simulation, with students specifically commenting on the benefits of teamwork, understanding each other’s competencies, and benefits of workings as an MDT. Due to these simple changes and keeping IPE at the centre of our design and implementation of the cardiac arrest simulation course, we were able to successfully introduce IPE to final year undergraduate medical and nursing students. 1. Choudhury RI, Mathur J, Choudhury SR. How interprofessional education could benefit the future of healthcare–medical students’ perspective. BMC Medical Education. 2020;20(1):1–4. 2. Buring SM, Bhushan A, Broeseker A, Conway S, Duncan-Hewitt W, Hansen L, Westberg S. Interprofessional education: definitions, student competencies, and guidelines for implementation. American journal of pharmaceutical education. 2009;73(4).
COVID-19 has undeniably impacted on learning for medical students, and one of their main concerns was the need for more course material when universities had to abruptly halt medical student placements due to social distancing restrictions. Our team had planned to have face-to-face simulation teaching with second-year medical students, focussing on the essential topic of A-E assessment and management of an acutely deteriorating patient. However, at short notice, we had to adapt this to an entirely online curriculum as a result of COVID-19 measures.The overall aim of the novel session was for students to virtually assess the simulated patient, manage any issues they found and use their examination and investigation findings to formulate a diagnosis and management plan. The presentation of the patient focussed on core conditions such as sepsis and hypoglycaemia.We developed an innovative 2-hour online teaching session designed to be delivered to a group of eight second-year medical students, facilitated in an online capacity over Microsoft Teams. The session ran as follows: using a flipped-classroom approach, the students had been given reading material about the A-E assessment to read prior to the teaching, so we started by discussing this and clarifying key points. Then the facilitator explained how the session would run and briefed the students about the scenario in the style of an SBAR (Situation, Background, Assessment, Recommendation) handover. Following this, students took turns to direct the simulated doctor through the A-E assessment of a low-fidelity simulation mannikin, instructing the doctor of any examinations, interventions or investigations they would like. The facilitator guided the students through the scenario, providing necessary examination findings and investigations for students to interpret and act on. Equipment such as oxygen devices, airway adjuncts and blood bottles were demonstrated to the students throughout.This session was an integral part of our second-year students’ 5-week virtual clinical placement. It was very well received; 95% (n = 21) of students strongly agreed or agreed that the session helped their learning. 90.5% strongly agreed or agreed that they enjoyed the use of technology-enhanced learning. Aspects specifically highlighted in the feedback were interactivity and being able to visualize the assessment of an acutely unwell patient. With online teaching likely to remain an important part of medical education, we have found that remote simulation is a suitable and effective way to introduce the assessment of a deteriorating patient.
Background Dental Practitioners are required to be competent in Basic Life Support and have the requisite knowledge and skills to manage common medical emergencies (GDC 2002) (Balmer and Longman 2012). Studies have shown that utilising simulation in training can have a positive effect on the learner’s self-confidence and effectiveness allowing them to practice skills and enact scenarios in a safe, structured and supervised environment (Aggarwal et al, 2010). In September 2013, 16 dental students attended a District General Hospital to undertake a Human Disease elective. It was not always possible to observe medical emergencies in the week allocated to them. In order to meet the objectives specified by the Dental School, the students partcipated in a series of simulated exercises utilising an ALS and 3G (TM) manikins represent to represent the emergencies they may encounter in practice. Methodology The scenarios were based in a mock ward/dental surgery to simulate the environment in which the dentists would work. The following scenarios were undertaken: Retained throat swab/Laryngospasm Communication with a simualted patient unhappy with treatment Cardiac arrest (BLS) Each student "led" a scenario supported by peers. A debrief at the end of each scenario allowed for reflection and analysis - placing the scenario in context to dental practice. A questionnaire allowed for qualitative aspects of feedback and quantitative perception on the effectiveness of the day as expressed by a 5-point Likert scale. Outcomes 16 students participated in the evaluation. 100% felt that the study day had relevance to their work/training and gave them a better understanding of how to deal with medical emergencies. Conclusion The simulated medical emergency training was highly rated as an overall learning experience allowing students to gain an understanding of how to deal with common medical emergencies in a supportive environment conducive to building on prior knowledge. (Davies at al 2009). References Aggarwal R, Mytton OM, MacAulay C, Ziv A, Reznick R. Training for Patient Safety Quality and Safety in Healthcare 2010;19:34–43 Balmer MC, Longman LP. The Management of Medical Emergencies. The Role of the Dental Care Professional. Clinical Handbook of Dental and Hygiene Therapy; 2012. Oxford; Wiley-Blackwell Davies BR, Leung AN. Perceptions of a simulated general dental practice facility-reported experiences from past students at the Maurice Wohl General Dental Practice Centre 2001-2008. British Dental Journal 2009;207:371–376 General Dental Council (2002) The First Five Years: A Framework for Undergraduate Dental Education"
Background Restructuring secondary care provision for COVID-19 raised the possibility of redeployment of senior physicians. Increasing specialization meant that redeployment of non-acute or non-medical consultants to support the medical take was a source of anxiety. Objective We delivered focused refresher training for senior doctors. This study hoped to determine usefulness, feasibility and acceptability of delivering training in this new fashion. Methods Candidates undertook a half-day course of high-fidelity simulation, resuscitation, recognizing COVID-19, oxygen therapy, basic procedures, IT training, and PPE. The sessions were delivered by clinicians from across the medical and nursing hierarchy, with social distancing maintained throughout. All candidates were given an anonymous postcourse evaluation. Results We received 307/360 evaluation forms. 98.7% of candidates agreed (31.1%) or strongly agreed (67.5%) that the course was beneficial. Candidates commented that they felt more confident, and less anxious, about redeployment to manage COVID-19 patients.
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