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0068 Managing The Expectations Of Foundation Doctors New To Simulation
  1. Fiona Crichton,
  2. Sonia Joseph
  1. NHS Lothian, Edinburgh, UK

Abstract

Background A three part Simulation Course has been delivered to Foundation 1 doctors within NHS Lothian since 2012. “Familiarising trainees to the simulated learning environment promotes their later engagement during the simulation scenario and may help avoid defensive reactions about realism during the debriefing.” (Eppich et al , 2013;p214) While all F1s who are graduates from the University of Edinburgh have had previous experience in simulation this year only 31% of our cohort are in this category. Evaluation by participants of our course is generally positive but contains occasional free text comments about lack of time with familiarisation and orientation.

Methodology An introductory video has been recorded and will be uploaded to our website prior to FY Induction/Shadowing in July 2014. All F1s will be encouraged to view the video online as part of “pre-briefing” (Dieckmann, 2009) prior to their first allocated Simulation session. This has been recorded as an A to E assessment of a patient using Simman. This intervention will be augmented with a short talk. This includes a short clip from this year’s course which has been recorded with consent and has been edited to feature highlights and some learning tips.

Anticipated outcomes In addition to evaluation of the individual sessions we will ask participants whether they have participated in simulation previously and if so how often and when.

They will also be asked whether they viewed the video and if they felt that it was of benefit.

Potential impact It will still be necessary to take all future participants through a brief orientation prior to commencement of scenarios as the equipment varies between our sites. We hope however that the introduction of the extra educational material prior to sessions will aid both participants (by decreasing cognitive load) and faculty (releasing time for further learning).

References

  1. Dieckmann P, (2009). Simulation settings for learning in acute medical care. In: Using Simulations for Education, Training and Research (P Dieckmann, ed.). Lengerich: Pabst

  2. Eppich WJ, O’Connor L, Adler M, (2013). Providing effective simulation activities p214 In Essential Simulation in Clinical Education (Forrest K, et al. ed.) Wiley-Blackwell: Chichester

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