Background The use of simulation training and teaching is rapidly expanding within undergraduate and postgraduate medical training, and is being introduced to the curriculum in many specialties. The advantages of simulation for improving patient safety and also accelerating learning through deliberate practice are accepted, yet scepticism from both trainees and trainers remains amongst some. This qualitative study was designed to gain a greater understanding of how simulation training is perceived by trainees and trainers, and also to establish how they see its role in training.
Methodology Semi structured interviews were conducted with a number of senior clinicians to aid questionnaire design. Following this a questionnaire survey was designed with the help of public health clinicians with extensive experience in qualitative data collection. The questionnaire will be distributed both locally and nationally to trainers and trainees using both structured and free response questions. The survey will be distributed among surgical specialties, paediatrics, anaesthetics and hospital medicine trainees/trainers to allow comparison both intra and inter specialty.
Results/outcomes This study will provide a much greater understanding of how simulation is perceived by trainers and trainees and the values that drive these opinions. It will also provide a detailed insight into how those providing training and being trained see simulation working within the training system at a local and national level. Responses from different specialties will allow inter-speciality analysis to establish if differing perceptions are affecting use of simulation in the work environment.
Potential impact Through understanding deep seated beliefs on the role of simulation and the ‘what, why, how and who’ much deeper engagement will be possible with trainees and trainers. This is critical if simulation training is going to both be widely adopted but more importantly used to maximum benefit to ensure both training and patient safety of the highest quality.
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- Category: Course or curriculum evaluation/innovation/integration
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