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0128 Embedding royal college of anaesthetist’s case based discussions into the mepat paediatric anaesthesia simulation course
  1. Scott McNeill1,
  2. Laura Armstrong1,
  3. Patrick Cowie1,
  4. Pamela Winton2
  1. 1South East Scotland School of Anaesthesia, Edinburgh, UK
  2. 2Royal Hospital for Sick Children, Edinburgh, UK

Abstract

Background Managing Emergencies in Paediatric Anaesthesia for Trainees (MEPAT) is an internationally recognised, peer reviewed and literature based simulation course which aims to give anaesthesia trainees the opportunity to develop skills in the management of paediatric anaesthetic emergencies.1 Anaesthetic training in the UK is competency based with a minimum of 60 individual assessments and 20 ‘Units of Training’ required to be signed off for completion of Intermediate training alone.2 Previous work has mapped the MEPAT course to the Royal College of Anaesthetists UK (RCoA) coded competencies to create a curriculum map.3 Following positive feedback from trainees using this curriculum map we had requests to embed Work Place Based Assessments into the MEPAT course – we piloted the use of standardised Case Based Discussion (CBD) templates.

Methodology We reviewed learning objectives (LO’s) within the MEPAT scenarios alongside our local MEPAT database of ‘Take Home Messages’ (THM’s) – reported learning outcomes from course participants following each structured debrief. THM’s matched the LO’s set out for each scenario and were consistent across all courses. Following this analysis we felt confident that our MEPAT debriefs or ‘simulated case based discussions’ were standardised – allowing us to create a CBD Template for each scenario using the THM’s as core themes for discussion. The template could then be easily transferred to the RCoA electronic portfolio.

Results Feedback from trainees and specialist paediatric anaesthetists has been extremely positive. It has allowed trainees to sign off several different competencies within one MEPAT scenario and has provided the assessor with a template to work from therefore minimising the substantial workload required to complete each CBD.

Potential impact We hope that our work in both curriculum mapping and CBD templates can be used by the RCoA as a model for embedding simulation into the anaesthetic training curriculum.

References

  1. www.mepa.org.uk

  2. 2010 Curriculum for a CCT in Anaesthetics, Edition 2 Version 1.6. A publication by the Royal College of Anaesthetists UK, August 2010, Annex C

  3. Winton P, Armstrong L. Mapping ‘MEPAT’ Paediatric Anaesthesia Simulation Course to the RCoA (UK) Curriculum. Poster Presentation – Association of Paediatric Anaesthetists of Great Britain and Ireland Annual Scientific Meeting, Aberdeen, May 2015

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