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0218 A Pilot Of A Simulation Scenario Scripting Workshop For Medical Students: Exposing Students To Teaching And Learning Using Simulation-based Medical Education
  1. Alan Gopal1,
  2. Makani Purva2
  1. 1Hull York Medical School, Hull, East Riding of Yorkshire, UK
  2. 2The Hull Institute of Learning and Simulation, Hull, East Riding of Yorkshire, UK

Abstract

Background and context Teaching is recognised as an important part of clinical governance and is a skill taught at every stage of the medical career.1 The Hull Institute of Learning and Simulation (HILS),2 a primarily postgraduate institute, runs a Student-Selected Component (SSC)3 for undergraduate medical students in early clinical years at Hull York Medical School.4 This SSC trains students how to use simulation to deliver medical education.5

Methodology An innovative partnership of a final year medical student (who had previously completed the SSC) paired with direct senior supervision enabled design insight from both sides of the teaching partnership.6 The workshop was adapted from the highly successful postgraduate HILS Train the Trainers course2 to suit an audience at a much younger career stage. This bespoke workshop package combines an interactive plenary with a practical demonstration of what a simulation scenario entails for the both the learner and instructor. This was followed by facilitating a friendly competitive peer-assisted learning task; students were divided into teams and designed a short scenario for their opposition; allowing them time as both delegates and instructors. Pre and post-course questionnaires were utilised to assess educational value of the session.

Outcomes Students demonstrated statistically and educationally significant increases in scores for confidence in designing (scale 1(not confident) to 7(confident); increase of 2.4/7, p = 0.01) and delivering their own simulated scenario (increase of 1.6/7, P = 0.04). Overwhelmingly the session was rated enjoyable, useful and suitable for their requirements quantitatively and qualitatively.

Impact At the learner level, the dramatic improvement in scores between pre and post-course questionnaires gives strong support for the intended integration of this workshop as part of the SSC core programme. This pilot demonstrated the strength of staff-student professional partnerships6 in delivery of medical education, encouraging further efforts to optimise this internally highly rated SSC in striving for excellence.

References

  1. General Medical Council. (GMC). (2006). Good Medical Practice 2013. London, GMC

  2. The Hull Institute of Learning and Simulation (HILS). Courses [Internet]. [cited 2014 Sept 1]. Available: http://www.hey.nhs.uk/hils/courses.htm/

  3. NHS Medical Careers. Student-Selected Components [Internet]. [cited 2014 Sept]. Available: https://www.medicalcareers.nhs.uk/medical_students/student-selected_components.aspx

  4. Hull York Medical School (HYMS). Scholarship and Special Interest Programmes [Internet]. [cited 2014 Sept]. Available: http://www.hyms.ac.uk/undergraduate/medicine-at-hyms/scholarshipandspecialinterestprogrammes/

  5. Swamy M, Bloomfield TC et al. Role of SimMan in teaching clinical skills to preclinical medical students. BMC Med Educ 2013;13:20

  6. Klazina Visser Katinka JAH, Prince Albert JJA et al. Student participation in educational management and organization. Medical Teacher 1998;20(5):451–454

  • Category: Course or curriculum evaluation/innovation/integration

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