The Safe and Effective Clinical Outcomes (SECO) Clinic: Learning Responsibility for Patient Care Through Simulation

Williamson, Martyn; Walker, Trevor Charles; Egan, Todd P.; Storr, Emma; Ross, Jim; Kenrick, Kristin

doi:10.1080/10401334.2013.772016

Cited by 11 publications

(19 citation statements)

References 8 publications

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“…The focus should be ''how to help students manage their doubt constructively, enhancing their growth in the face of inevitable uncertainty, rather than letting it overwhelm and discourage them'' (Liu et al 2014, p. 6; see also Yeager and Dweck 2012). SECO subverts the 'getting it right' imperative implicit in the hidden curriculum (Haidet and Stein 2006) by emphasising safe and effective 'patient' outcomes for that particular patient with that particular disease in their particular context (Williamson et al 2013) rather than someone's judgement of how the consultation was conducted.…”

Section: Discussionmentioning

confidence: 98%

“…We constructed SECO as a way of introducing whole person care earlier in the medical curricula (Williamson et al 2013). Students reported ''feeling like a real doctor'' as a result of performing whole consultations.…”

Section: Discussionmentioning

confidence: 99%

“…This form of selfassessment is highly specific and the outcomes provide students with clear criteria and act as a measure of their clinical performance. 2 This is complemented by the scenario-specific questionnaires filled out by patient-actors who provide constructive feedback on how they found the student/consultation from the perspective of the character played (see Williamson et al 2013). After each clinic, reflection on performance is encouraged by the faculty (usually the phone doctor/s) in a facilitated 90 min debrief session.…”

Section: Context: Safe and Effective Clinical Outcomes Clinicmentioning

confidence: 99%

“…These occur during weeks one, three and five of in-house teaching and clinical placements with a GP. SECO is a high fidelity simulation of GP using professional actors as simulated patients and was designed to prepare students for clinical practice (for full description see Williamson et al 2013). 'Patient' cases are based on real life patients' stories; patient-actors are briefed on their background, their personality, and their medical problems adding layers of complexity to the consultation.…”

Section: Context: Safe and Effective Clinical Outcomes Clinicmentioning

confidence: 99%

“…The use of simulation mitigates these limitations (McGaghie et al 2010). In a previous article we described how we constructed the Safe and Effective Clinical Outcomes (SECO) clinic and the features which were designed to produce a challenging but safe learning environment where meaningful participation in patient care can occur (Williamson et al 2013).…”

Section: Introductionmentioning

confidence: 99%

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Students’ reflections on the relationships between safe learning environments, learning challenge and positive experiences of learning in a simulated GP clinic

Young

Williamson

Egan

2015

Adv in Health Sci Educ

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Learning environments are a significant determinant of student behaviour, achievement and satisfaction. In this article we use students' reflective essays to identify key features of the learning environment that contributed to positive and transformative learning experiences. We explore the relationships between these features, the students' sense of safety in the learning environment (LE), the resulting learning challenge with which they could cope and their positive reports of the experience itself. Our students worked in a unique simulation of General Practice, the Safe and Effective Clinical Outcomes clinic, where they consistently reported positive experiences of learning. We analysed 77 essays from 2011 and 2012 using an immersion/crystallisation framework. Half of the students referred to the safety of the learning environment spontaneously. Students described deep learning experiences in their simulated consultations. Students valued features of the LE which contributed to a psychologically safe environment. Together with the provision of constructive support and immediate, individualised feedback this feeling of safety assisted students to find their own way through clinical dilemmas. These factors combine to make students feel relaxed and able to take on challenges that otherwise would have been overwhelming. Errors became learning opportunities and students could practice purposefully. We draw on literature from medical education, educational psychology and sociology to interpret our findings. Our results demonstrate relationships between safe learning environments, learning challenge and powerful learning experiences, justifying close attention to the construction of learning environments to promote student learning, confidence and motivation.

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Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

Section: Context: Safe and Effective Clinical Outcomes Clinicmentioning

confidence: 99%

Section: Context: Safe and Effective Clinical Outcomes Clinicmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Students’ reflections on the relationships between safe learning environments, learning challenge and positive experiences of learning in a simulated GP clinic

Young

Williamson

Egan

2015

Adv in Health Sci Educ

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Best Practice Recommendations for Debriefing in Simulation-Based Education for Australian Undergraduate Nursing Students: An Integrative Review

Hall¹,

Tori

2017

Clinical Simulation in Nursing

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Patient representation in New Zealand general practice and rural health case-based teaching: a quality improvement exercise

Ross

Leitch

2023

J. Prim. Health Care

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Introduction Healthcare inequity disproportionately affects minority populations in Aotearoa New Zealand. Healthcare providers may contribute to inequity due to their biases. Medical education can unintentionally promote biases by reinforcing stereotypes or limiting exposure to diversity. Teaching staff from the Department of General Practice and Rural Health suggested a need to review current teaching materials to ascertain if they have the potential to contribute to this bias. Aim The aim of this study was to review case-based teaching material to determine its representation of the New Zealand population, and whether there is potential to contribute to implicit bias. Methods Document analysis of 135 cases used to teach fourth- and fifth-year medical students in the Department of General Practice and Rural Health, Otago Medical School was performed. Demographic, clinical and social features of each case were recorded and analysed. Results Cases typically included patient age (129/135, 95.6%), sex (127/135, 94.1%) and occupation status (91/136, 66.9%). Ethnicity (31/135, 23.0%), living situation (55/135, 40.7%), relationship status (57/135, 42.2%) and sexual orientation (52/135, 40.0%) were less frequently defined. Cases typically represented the population majority norms. Discussion Case-based teaching materials require regular review and updating to match population demographics. There is potential to improve representation of diversity, and hence cultural safety, though review and revision of written teaching cases.

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The Safe and Effective Clinical Outcomes (SECO) Clinic: Learning Responsibility for Patient Care Through Simulation

Abstract: The clinic has been part of our undergraduate curriculum since 2004. Collectively, students rate it as their most effective learning experience.

Cited by 11 publications

References 8 publications

Students’ reflections on the relationships between safe learning environments, learning challenge and positive experiences of learning in a simulated GP clinic

Students’ reflections on the relationships between safe learning environments, learning challenge and positive experiences of learning in a simulated GP clinic

Best Practice Recommendations for Debriefing in Simulation-Based Education for Australian Undergraduate Nursing Students: An Integrative Review

Patient representation in New Zealand general practice and rural health case-based teaching: a quality improvement exercise

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