Reflecting reality: pager simulations in undergraduate education

Dickinson, Mike; Pimblett, Mark; Hanson, John M.; Davis, Mike

doi:10.1111/tct.12185

Cited by 7 publications

(6 citation statements)

References 4 publications

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“…Skills such as prioritising, prescribing and decision-making were noted as the main areas causing anxiety [ 2 ]. A survey of Blackpool Foundation Year One (FY1) doctors in 2015 found limited training about being on-call during medical school; few examples were identified in the literature [ 3 , 4 ]. Working out of hours, on-call and with a reduced workforce is known to provoke anxiety in junior doctors.…”

Section: Introductionmentioning

confidence: 99%

1HR ON-CALL — Using Simulated ON-CALL to Underpin Experiential Learning in Final Year Medical Students

Manalayil

Muston

Ball

et al. 2020

Journal of European CME

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A survey of Blackpool Foundation Year One (FY1) doctors found limited training about being oncall. We could not find any direct mention in Tomorrow's Doctors for preparing undergraduates for this. 1 Working out of hours, on-call and with a reduced workforce is a known area of anxiety among junior doctors. With few examples in literature, 2,3 we developed a novel approach to aiding final-year medical students prepare for this. A simulated teaching programme allowed students to experience the pressures of working on-call. We hoped to imitate stressors within a safe environment. Students were each given a bleep for an hour. Supervisors role-playing a concerned nurse "bleeped" the students. Each task was held in a folder on different wards (no patient interaction or information was involved). They were relatively simple and designed to stimulate resourcefulness, communication and triage skills. Various resources were available including the number for the medical registrar, played by supervisors. The final station was always the unwell patient aimed at drawing the student immediately to this scenario. A facilitated feedback session explored students' positive and negative experiences, concerns and coping mechanisms. Over the three years of this running, results were resoundingly positive with students taking great confidence from the programme. During the open feedback session, students valued using open wards and having to navigate in an unfamiliar hospital as a realistic preparation for next year. Being on-call is an inevitable part of a junior doctor's work and we believe there is scope for better preparation within undergraduate training. We have developed an effective and sustainable simulation that has shown excellent results. Due to the positive reaction and low maintenance of the project, we aim to cement our teaching programme as a permanent feature for undergraduate students at Blackpool Victoria Hospital.

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Section: Introductionmentioning

confidence: 99%

1HR ON-CALL — Using Simulated ON-CALL to Underpin Experiential Learning in Final Year Medical Students

Manalayil

Muston

Ball

et al. 2020

Journal of European CME

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“…Implementing this design requires significant facilitator time and other studies have discussed means to decrease this, including increasing the student: facilitator ratio, group debriefing and using nursing students to send bleeps. 5,6 These risk losing the personalised nature of the programme, however, and based on students' responses and similar findings from McGlynn et al, this may compromise the educational value of the teaching. 4 If adjustments are necessary, we suggest replacing the individual debriefing following session B with a group debriefing, as by this point students feel more confident and may appreciate the opportunity to learn from each other's experiences.…”

Section: Discussionmentioning

confidence: 93%

“…This was supported by questionnaire responses revealing a drop in perceived confidence prior to session B with a sustained increase in confidence after finishing the programme. Implementing this design requires significant facilitator time and other studies have discussed means to decrease this, including increasing the student: facilitator ratio, group debriefing and using nursing students to send bleeps 6 . These risk losing the personalised nature of the programme, however, and based on students’ responses and similar findings from McGlynn et al., this may compromise the educational value of the teaching 4 .…”

Section: Discussionmentioning

confidence: 99%

“…Simulation‐based teaching allows students to take responsibility and work within complex clinical environments without posing a risk to patients 3 . Previous studies have shown that simulated on‐calls improve students’ perceived preparedness for on‐calls and confidence in the skills required; 6 however, perceived preparedness and confidence do not necessarily correlate with assessed competence 7 . We therefore designed this study to assess the educational impact of simulated on‐calls using skills assessments as well as student questionnaires and focus groups.…”

Section: Introductionmentioning

confidence: 99%

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Simulated on‐call: time well spent

Misquita

Millar

Bartholomew

2020

The Clinical Teacher

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Background: Newly qualified doctors feel unprepared to take responsibility for patients and work independently, lacking confidence in skills essential during on-calls. We designed this study to assess the educational value of simulated on-calls and to explore the characteristics of this approach that contribute to improving students' preparedness. Methods: A total of 38 final-year medical students attended two sessions, each including a simulated on-call followed by a one-to-one debriefing. Students' confidence and perceived preparedness before and after the programme were measured using questionnaires. Students' Conclusions: This programme was feasible to run and its educational value supports its wider use. Many graduates feel unprepared to take responsibility for patients and work independently, particularly when on-call …

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“…In order to do this field justice, training for communication skills (e.g., via telephone) should be intensified [49], as has been implemented in individual cases [50], [51]. Older patients in Germany see telemedicine methods more critically, however, and miss personal contact with and direct feedback from their physician [52].…”

Section: Discussionmentioning

confidence: 99%