This has been a very popular and impactful experience for final-term undergraduates as they anticipate the challenges of becoming foundation-year doctors. The need for effective management of clinical and non-technical skills presented in an ill-defined problem space is an appropriate challenge that serves to reassure them about their capacity to manage the unexpected. [The students] are expected to manage the variety of random events as if they were doctors on call.
Background/context Awareness of some challenges to good non technical skills (NTS) practices in OBGN theatre have emerged and staff have recognised the need for some challenges to an emerging, negative culture. Methodology A mixed group of theatre staff attended a simulation session and engaged in pre and post experience focus group discussions designed to elicit dominant concerns. Among other outcomes (see below) was a need to gain greater insight into the nature of the theatre experience from multiple perspectives and as this proposal is being written, the team is exploring possibilities of video recording real theatre experiences and analysing the outcomes using a variety of approaches, including coding behaviours using the matrix marking system developed on iCoda software (Sportstec) at Lancashire Simulation Centre, LTHTR and “think aloud protocols” (Fonteyn and Fisher 1995). Insights gained from this will inform the design of future simulations where learning needs will be addressed. Results or outcomes The outcomes from the first round of focus group discussions and their related simulations included an emphasis on role and responsibilties; the challenge of variable team membership; leadership; communication and situation awareness. Further outcomes will be closely monitored during the months between submission and presentation. Potential impact The desired outcome is improved NTS and group dynamics in OBGN theatre and the project team will monitor this through ongoing observation and other data collection methods. Results will have an impact on other theatre activity and will provide the basis of a curriculum design template to address NTS. References I Coda - sportstec.com/?s=i+coda Fonteyn M, Fisher A. Use of think aloud method to study nurses’ reasoning and decision making in clinical practice sessions. Journal of Neuroscience Nursing 1995;27(2):124–128
BackgroundProblem-based learning (PBL) and Human Patient Simulation (HPS) are teaching methods that actively involve and engage students in their learning.1 These teaching modalities are utilised in Undergraduate Medical Education, yet they are used as separate entities in the learning process.Learning is enhanced when students are provided with the opportunity to apply their theoretical knowledge into simulated context.2 By merging the teaching modalities together, it reinforces and develops students’ existing knowledge, as well as enhancing the students learning experience.MethodologyFourth-year medical students at Royal Preston Hospital have combined PBL and HPS during their paediatric placement. Each week the students have a simulated scenario related to the PBL case. Qualitative data on the students’ experiences of the combined sessions has been obtained through weekly Turning-Point feedback and a focus group at the end of the paediatric rotation.Results/outcomesThe HPS sessions have been received positively from the students. Feedback identified that the students have found HPS has consolidated and reinforced their theoretical learning from PBL. Gaps in their knowledge become apparent during HPS that may not be revealed during PBL discussions. Knowing that there was HPS during PBL has been a motivation for learning. It has helped with their clinical work, giving the students more confidence on their paediatric placement. Additionally, feedback reveals that HPS has developed the students’ non-technical skills, which would not have been possible with pure PBL.Conclusions and recommendationsCombining PBL with relevant HPS has the benefit of contextual application of learning which enriches the students’ understanding and approach to the management of real life problems. Following the success of the combined sessions, HPS is now a regular feature for Paediatric PBL. The aim is to extend this programme into other specialities and other year groups at Royal Preston Hospital.ReferencesSohn M, Ahn Y, Lee M, Park, H, Kang, N. The problem-based learning integrated with simulation to improve nursing students’ self-efficacy. Open J Nurs 2013;3:95–100Steadman RH, Coates WC, Huang YM, Matevosian R, Larmon BR, McCullough L, Ariel, D. Simulation-based training is superior to problem-based learning for the acquisition of critical assessment and management skills. Crit Care Med 2006;34:151–157
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