Feasibility of an Interprofessional, Simulation-Based Curriculum to Improve Teamwork Skills, Clinical Skills, and Knowledge of Undergraduate Medical and Nursing Students in Uganda

Santorino, Data; Dubé, Mirette; Bajunirwe, Francis; Kyakwera, Catherine; Robinson, Traci; Najjuma, Josephine Nambi; Cherop, Moses; Abesiga, Lenard; Namata, Tamara; Brenner, Jennifer L; Singhal, Nalini; Twine, Margaret; Wishart, Ian; MacIntosh, Heather B.; Cheng, Adam

doi:10.1097/sih.0000000000000531

Cited by 8 publications

(9 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For the undergraduate medical students, participants highlighted: 1. allowing repetitive practice without life at stake, 2. creating a smooth transition from theory to practice and 3. creating opportunity for small group supervised hands-on practice which is becoming increasingly rare as medical student numbers grow. Other values like building confidence and teamwork skills have been mentioned in previous studies [ 28 , 47 , 48 ]. The heads of department and PGs anticipated that there would be benefits to the PGs too.…”

Section: Discussionmentioning

confidence: 88%

“…When trained, postgraduates are able to provide similar quality of simulation based teaching as trained faculty members [ 27 ]. The benefits of near-peer teaching have not been sufficiently exploited in the arena of Simulation Based Learning (SBL) and yet there is evidence that this method of teaching contributes to acquisition of knowledge and teamwork skills in undergraduate medical and nursing students [ 28 ].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Understanding the barriers and enablers for postgraduate medical trainees becoming simulation educators: a qualitative study

et al. 2023

Self Cite

View full text Add to dashboard Cite

Introduction There is increasing evidence that Simulation-based learning (SBL) is an effective teaching method for healthcare professionals. However, SBL requires a large number of faculty to facilitate small group sessions. Like many other African contexts, Mbarara University of Science and Technology (MUST) in Uganda has large numbers of medical students, but limited resources, including limited simulation trained teaching faculty. Postgraduate medical trainees (PGs) are often involved in clinical teaching of undergraduates. To establish sustainable SBL in undergraduate medical education (UME), the support of PGs is crucial, making it critical to understand the enablers and barriers of PGs to become simulation educators. Methods We used purposive sampling and conducted in-depth interviews (IDIs) with the PGs, key informant interviews (KIIs) with university staff, and focus group discussions (FGDs) with the PGs in groups of 5–10 participants. Data collection tools were developed using the Consolidated framework for implementation research (CFIR) tool. Data were analyzed using the rigorous and accelerated data reduction (RADaR) technique. Results We conducted seven IDIs, seven KIIs and four focus group discussions. The barriers identified included: competing time demands, negative attitude towards transferability of simulation learning, inadequacy of medical simulation equipment, and that medical simulation facilitation is not integrated in the PGs curriculum. The enablers included: perceived benefits of medical simulation to medical students plus PGs and in-practice health personnel, favorable departmental attitude, enthusiasm of PGs to be simulation educators, and improved awareness of the duties of a simulation educator. Participants recommended sensitization of key stakeholders to simulation, training and motivation of PG educators, and evaluation of the impact of a medical simulation program that involves PGs as educators. Conclusion In the context of a low resource setting with large undergraduate classes and limited faculty members, SBL can assist in clinical skill acquisition. Training of PGs as simulation educators should address perceived barriers and integration of SBL into UME. Involvement of departmental leadership and obtaining their approval is critical in the involvement of PGs as simulation educators.

show abstract

Section: Discussionmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Understanding the barriers and enablers for postgraduate medical trainees becoming simulation educators: a qualitative study

et al. 2023

Self Cite

View full text Add to dashboard Cite

show abstract

“…A higher prevalence of HIC/LMIC partnerships (with the associated funding and expertise) in Eastern Africa were evident in this review. (23,24,26,(28)(29)(30)(31) There is potential for a more widespread impact of simulation on training of surgical personnel to meet the needs of SSA by leveraging relationships between academic, medical, and engineering institutions with medical and other health professional schools in LMICs. Emphasis should be on expanding partnerships to Central, West, and Southern Africa for more equitable exposure of learners to the opportunities of hands-on SBL in a safe space.…”

Section: Discussionmentioning

confidence: 99%

The Use of Simulation for Undergraduate Surgical Education in Sub-Saharan Africa: A Scoping Review

Alayande

Forbes

Masimbi

et al. 2023

Preprint

View full text Add to dashboard Cite

Background The implementation of simulation-based learning for surgical training in sub-Saharan Africa can help prepare trainees to address surgical burden. The current status of simulation for surgical skills training in undergraduate medical education in Africa South of the Sahara needs to be better defined. In this scoping review we aimed to identify gaps in the application of simulation to undergraduate surgical education in sub-Saharan Africa. Methods We conducted a scoping literature search using PubMed, Embase, and African Index Medicus in August 2021. Studies reporting data on the use of simulation-based learning for undergraduate or internship surgical training in SSA specific to surgical clerkships, programs or procedures were included in the analysis. There were no language or date restrictions. Results We identified 119 studies and included 19 in the final analysis. Most simulation-based learning for undergraduate surgical training in sub-Saharan Africa began recently (2017–2021), and were reported from Eastern Africa (78%). Half were planned as recurring, sustained simulation programs, and only 25% of programs applied simulation to early undergraduate training. Up to 44% of primary care and 32% of first-level hospital essential surgical procedures, as defined by the Disease Control Priority Program (DCP3), are reported as taught by simulation. Only 15% of programs taught non-technical skills and 14% had engineering collaborations. Conclusions We found a lack of published simulation-based learning for undergraduate medical education in sub-Saharan Africa for 65% of World Health Organization/World Bank Disease Control Priorities 3-defined essential operations. There is need to expand the range and depth of content, and participant spread. Interdisciplinary, trans-sectoral collaboration will enrich simulation program quality, and assist with expansion to other African regions.

show abstract

“…[29,30] Results for our study were comparable to other studies in which interprofessional communication training improved self-con dence and perception for both nursing and medical students. [21,33] Results of previous studies were however not compared with a control group; our study design facilitated a comparison between medical and nursing student who followed a uni-or interprofessional simulation training. Unfortunately quantitative comparison of results between the control and intervention group showed no differences in learned interprofessional capabilities.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

“…Ideally IPE training would be done often, however costs of IPE simulation training are relatively high. In a study by Data et al teamwork skills improved after two simulation scenario's during ten months, showing an increase in teamwork compared with baseline [33]. Another study on self-assessed con dence in the improvement of technical skills after an interprofessional training reported declining con dence three to ve year after the training [31].…”

mentioning

confidence: 96%

Interprofessional simulation of acute care for nursing and medical students: interprofessional competencies and transfer to the workplace

Krielen

Meeuwsen²,

Tan

et al. 2022

Preprint

View full text Add to dashboard Cite

BackgroundTeamwork and communication are essential tools for doctors, nurses and other team members in the management of critically ill patients. Early interprofessional education during study, using acute care simulation, may improve teamwork and communication between interprofessional team members on the long run.Methods A comparative sequential quantitative-qualitative mixed method study was used to understand interprofessional learning outcomes in nursing and medical students after simulation of acute care. Students were assigned to a uni- or interprofessional training. Validated questionnaires were used to measure short and long term differences in interprofessional collaboration and communication between the intervention and control group for nursing and medical students respectively. Semi-structured focus groups were conducted to gain a better understanding of IPE in acute simulation.ResultsOne hundred and ninety-one students participated in this study (131 medical, 60 nursing students). No differences were found between the intervention and control group in overall ICCAS scores for both medical and nursing students (p = 0.181 and p = 0.441). There were no differences in ICS scores between the intervention and control group. Focus groups revealed growing competence in interprofessional communication and collaboration for both medical and nursing students.ConclusionsInterprofessional simulation training did show measurable growth of interprofessional competencies, but so did uniprofessional training. Both medical and nursing students reported increased awareness of perspective and expertise of own and other profession. Furthermore, they reported growing competence in interprofessional communication and collaboration in transfer to their workplace.

show abstract

Feasibility of an Interprofessional, Simulation-Based Curriculum to Improve Teamwork Skills, Clinical Skills, and Knowledge of Undergraduate Medical and Nursing Students in Uganda

Cited by 8 publications

References 38 publications

Understanding the barriers and enablers for postgraduate medical trainees becoming simulation educators: a qualitative study

Understanding the barriers and enablers for postgraduate medical trainees becoming simulation educators: a qualitative study

The Use of Simulation for Undergraduate Surgical Education in Sub-Saharan Africa: A Scoping Review

Interprofessional simulation of acute care for nursing and medical students: interprofessional competencies and transfer to the workplace

Contact Info

Product

Resources

About