Acute neurology is the neurological care that a patient receives in an emergency or urgent care situation. This can be adapted successfully to training in a simulation where learners are immersed in realistic scenarios in a safe, controlled and reproducible environment. In addition to teaching important technical skills that improve knowledge of the diagnosis and management of acute neurology, the simulation laboratory provides a valuable setting to improve human factors and non-technical skills, such as teamwork and leadership. Simulations are best conducted in a multiprofessional group with scenarios that allow different team members (nurses, physician associates, core medical and specialist trainees) to participate in their actual role. These training sessions require clear learning objectives, and involve designing the scenarios, running the session and ending with a structured debriefing to consolidate learning. The ultimate aim is to improve the team's effectiveness to deliver safe acute neurological care in the emergency department and on the wards.
IntroductionInter-professional simulation immerses participants in realistic scenarios in a safe and reproducible environment. Its use in neurology education is limited.Learning Objectives: (i) Technical skills and knowledge in neurological emergencies (ii) Non-technical skills including communication and leadership.MethodsThree acute neurology scenarios (refractory status epilepticus, coma and neuromuscular respiratory failure) with high fidelity mannequin. 30 participants (7 nursing; 8 physician's associates; 15 medical). Mixed-methods evaluation before and after training and statistical analysis with Mann–Whitney U test.ResultsAnalysis of pre and post course questionnaires. 56%(14/25) had previous simulation experience. On scale of 1=poor to 7 good: scored 5.66 (SD±1.14) for enjoyment and 6.28 (SD±1.21) for relevance to clinical practice. Improvement in technical skills with increased confidence in managing emergency neurology situations (pre-course: 3.5 [SD±1.45] post-course:4.63 [SD±0.956] p=0.00736). No improvement in non-technical skills:communication skills (pre-course: 4.31 [SD±1.12] post-course: 4.75 [SD±0.737] p=0.187 NS) and leadership skills (pre-course: 3.92 [SD±1.13] post-course: 4.33 [SD±0.868] p=0.271 NS).DiscussionSimulation improved technical but not non-technical skills. Participants started with a higher opinion of their non-technical skill than their knowledge. Knowledge is learnt during a scenario but improvement in non-technical skills are only realised later so maybe underestimated. In future sessions we will add an introduction about non-technical skills and use the diamond debrief approach.
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