Simulation

A Qualitative Evaluation of a Simulation Training Initiative for Registrars Working in Acute Medicine

Original Articles, Volume 20, Issue 4, Pages 249 – 308 (2021)

Introduction: We evaluated a simulation-based training day for medical registrars to define the hidden curriculum of the training.

Methods: We interviewed participants to explore their reflections about the day, what they had learned and how it had influenced their practice. Interviews were conducted iteratively and analysed in accordance with content thematic analysis.

Results: We established four themes: sharing (collaborative learning), sensing (comparing one’s practice against peers’), transforming (development or change in practice based on learning from the day), and endorsing (appreciating authenticity in the simulation and psychological safety in debriefing).

Conclusion: This evaluation furthered our understanding of the self-reported learning outcomes of our participants. We encourage other institutions to perform similar evaluations to build a collaborative understanding of simulationbased education for medical registrars.

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Acute care simulation training for foundation doctors: The perceived impact on practice in the workplace

Research Audit and Clinical Practice, Volume 12, Issue 3, Pages 125 - 184 (2013)

Abstract

High fidelity simulation allows training of foundation doctors in a safe, structured environment. We explored the perceived impact of such training on subsequent clinical practice. 82 doctors attended and 52% responded to a follow up questionnaire sent two months after their training. 88% felt better able to manage the acutely ill patient than they did before their training. All cited simulation training as a reason for this and 44% felt simulation training was the main contributor. The remainder cited clinical experience as the main contributor. 53% gave real clinical examples where they applied skills attributed to simulation training. Doctors reflected positively on simulation training sometime after the experience, demonstrated transference of learnt skills and felt more confident at work.

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Simulation Training for Acute Medical Specialist Trainees: A Pilot

Research Audit and Clinical Practice, Volume 12, Issue 2, Pages 65 - 124 (2013)

Abstract

Simulation training is a method of interactive teaching and training for healthcare professionals. Medical education research demonstrates that high fidelity simulation leads to effective learning. Acute Medical Specialist Year Three-plus Trainee (ST3+) doctors are often required to manage high-pressure situations, requiring a combination of clinical and non-clinical abilities. We therefore hypothesised that simulation training could be an ideal training tool for this cohort. We designed a simulation training day for ST3+trainees which exposed them to ethically challenging scenarios. The learning objectives were mapped to the acute medical curriculum, focusing on areas trainees may traditionally describe as either difficult to achieve, or for those for which providing evidence may be challenging. Simulation scenarios and debriefing sessions enabled trainees to explore different views in a protected environment, and feedback was strongly positive. We strongly recommend simulation training as a teaching tool for Acute Medical ST3+ doctors.

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