Article Text

0092 Using The Creation Of A Simulated Scenario As An Assessment Tool For Medical Students
  1. Miles Harrison
  1. University of Nottingham, Nottingham, UK

Abstract

Background Doctors are required to teach during their career, however most undergraduate curricula fail to prepare students adequately for this. Involving students in the development of simulation is also rare, however at NUH we plan to introduce a new form of assessment for SSM students where they will create a simulated scenario based upon their observations in practice.

Simulation is a resource for education and assessment, it provides students opportunities to expand their clinical experience and explore patient consultations in a safe environment. By producing a scenario the student would have to focus on the consultation as a whole. Thereby improving their clinical knowledge, inter-personal skills, and knowledge of educational theory.

Aims

  • To assess the feasibility of this form of assessment informed by the reflective diary of the pilot student.

  • To produce a template for future SSM students to follow.

Methodology The pilot student observed patient consultations, from this they produced a simulation. The student kept a reflective diary, which directed the production of the template.

Outcomes The student produced a reflective diary, simulated scenario, and template for future students to follow.

Potential impact The reflections from the student were positive, they expressed that they focused more on patient factors, rather than just clinical details, they had an improved knowledge of teaching and producing educational tools, and also felt their engagement with simulation improved.

The template produced is the process by which the pilot student undertook the project, this template will need to be validated further by future students.

In conclusion using students to produce a simulation has the potential to improve not only their knowledge of educational practices, but also allows them to reflect upon their own practice to develop from students into doctors.

References

  1. About Simulation: Society for Simulation in Healthcare, 2014 [viewed 11 June 2014]. Available from: http://www.ssih.org/About-Simulation

  2. POORE, Julie A. et al. Simulation-Based Interprofessional Education Guided by Kolb’s Experiential Learning Theory. Clinical Simulation in Nursing [online]. Elsevier 2014;10(5):241–247 [viewed 11 June 2014]. Available from: DOI: 10.1016/j.ecns.2014.01.004

  3. KNOWLES, Timothy et al. Does deliberate practice with high fidelity simulation training improve the resuscitation technique of UK final year medical students? Resuscitation [online]. Elsevier. 2013;84(1):90 [viewed 11 june 2014]. Available from: DOI: 10.1016/j.resuscitation.2013.08.229

  • Category: Course or curriculum evaluation/innovation/integration

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