Emergency preparedness and responding to major adverse events are expected to be well co-ordinated between the emergency services, with communication within and between teams highlighted as essential elements (Knight, 2013; Cabinet Office 2012). Communication constitutes one of a number of essential ‘non-technical skills’ that are shown to improve teamwork (Anderson et al, 2010) and patient safety (Gordon, Darbyshire and Baker, 2012).
To engage these issues, a full-scale, ‘ in situ’ simulation of complex, multiple-casualty trauma scenarios requiring both paramedic and fire and rescue interventions – which examine technical and non-technical skills - is hosted for final year paramedic students from Brighton and St George’s Universities at the East Sussex Fire and Rescue Services training facilities.
Systematic reviews have highlighted the implementation of interprofessional learning (IPL) foci to simulation within undergraduate curricula (Gough et al, 2012,); participants rating full-scale simulation of emergency events highest in terms of satisfaction and self-confidence compared to low-fidelity or computer-based approaches (Arnold et al, 2011). Nonetheless, scrutiny of simulation-based IPL literature has divulged that best practices are yet to be formalised for these areas (Rosen et al, 2012) and, further, that there is a need for methodological rigour in studies using validated, psychometrically robust evaluation strategies (Zhang, Thompson and Miller, 2011).
This presentation describes the development of an inquiry into students’ learning experiences and needs within high-fidelity IPL simulation scenarios. A psychometrically robust questionnaire-based approach is being developed, specifically for the IPL environment. The questionnaire is undergoing a reiteration process to determine face and content validity with the finalised tool’s reliability being assessed using Cronbach’s alpha to measure both the internal consistency and the intra-class correlations to gauge ‘inter-rater reliability’.
The potential improvement afforded here is a methodologically robust, transferable tool that could enhance the planning of and the learning within the emerging IPL simulation arena.
Anderson PO, et al. Resuscitation 2010;81(6):703–711
Arnold JJ, et al. Clinical Simulation in Nursing 2011;9(4):e1–e9
Cabinet Office (2012) Civil Contingencies Act Enhancement Programme.
Gordon MD. Darbyshire and P Baker Medical Education 2012;46:1042–1054
Gough S, et al. Collegian 2012;19(3):153–70
Knight, K (2013) Facing the Future Department for Communities and Local Government
Rosen MA, et al. Journal of Continuing Education in the Health Professions 2013;32(4):243–254
Zhang C, Thompson S, Miller C. Clinical Simulation in Nursing 2011;7(4):e117–e126
- Category: Course or curriculum evaluation/innovation/integration
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