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0171 Enhancing an undergraduate medical student simulation training program – ‘preparedness’ and the role of ‘interprofessional education’
  1. Caroline Dobeson1,
  2. Du Toit De Wet2,
  3. Pamela Winton3
  1. 1NHS Lothian, Edinburgh, UK
  2. 2St John’s Hospital, Livingston, UK
  3. 3The Royal Hospital for Sick Children, Edinburgh, UK

Abstract

Background The University of Edinburgh has been working to establish a simulation programme for undergraduate medical students. The aim of the program is to enhance ‘Preparedness’ for practice as a Foundation Doctor – sessions reinforce A-E assessment of the critically ill patient and introduce the use of equipment required during resuscitation.1 In addition to clinical aspects of ‘Preparedness’ the importance of Interprofessional Education (IPE) has been highlighted in recent years.2

Methodology An undergraduate simulation program was designed for undergraduate medical students with a focus on assessment of the critically ill patient and escalation of care. Faculty included both medical and nursing staff and simulated emergency scenarios included a nursing student working closely with the medical student.

Results Feedback was collected through the use of questionnaires.

Students acknowledged they enjoyed building on their knowledge of assessment of the critically ill patient in a supportive environment in which it was safe to ‘make mistakes’. Following the session students felt ‘more prepared’ to manage these clinical scenarios. Extremely positive feedback was observed surrounding the inclusion of a nursing student within the session; students felt it heightened their appreciation of other professionals’ roles in a clinical emergency. Negative feedback from the sessions related to students’ difficulties with the more practical aspects of the scenario – including the use of resuscitation equipment.

Conclusions In response to feedback, sessions now include an introduction to basic equipment – allowing students to acquire the skills to function more effectively within the scenarios. Following positive feedback on the use of IPE, sessions now focus on enabling the participation of other healthcare professionals in order to develop the appreciation of different roles, improve teamwork and students’ preparation for working as Foundation Doctors. Through feedback, we hope to regularly adapt our simulation training to meet the needs of medical students.

References

  1. The UK Foundation Program Curriculum July 2012

  2. ‘Interprofessional Education in Pre-Registration Courses’. A CAIPE Guide for Commissioners and Regulators of Education. A publication by the Centre for the Advancement of Interprofessional Education Publication January 2012

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