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32 Blending the old with the new: “see one, do one”: a randomised controlled trial into the use of a first person perspective simulation video prior to a simulation scenario
  1. J Fukuta1,
  2. J Morgan2
  1. 1University of Bristol, UK
  2. 2North Bristol Academy, UK


Introduction Simulation training is increasingly seen as an integral part of the medical curriculum. However it is time and faculty intensive and more efficient uses of it are being sought. One solution could be to employ the old adage of “see one, do one”. Studies have measured benefits of videos shown prior to learning practical procedures. However no work has been done into benefits of videos shown prior to simulation scenarios.

Methods We produced a video of the management of pulmonary oedema utilising a first person perspective to improve authenticity and realism. Thirty seven students were randomised with seventeen viewing the video prior to simulation and twenty not. The students then carried out a simulation on the management of pulmonary oedema. They were scored on “time to decision” of diagnosis, investigation and management and non-technical skills using the Ottawa Crisis Resource Management (CRM) score.

Results Students who watched the video were better in all scored domains. 100% of students who watched the video made the correct diagnosis compared to 70% of those who had not. They were significantly faster at making the correct diagnosis (p = 0.01), and in almost all “time to decisions” for investigation and management the test arm appeared to perform better than the control arm. The students’ non-technical skills were also better with a significant improvement in four out of the five domains of the CRM score.

Discussion Students appeared to perform globally better but in particular with correct diagnosis and non-technical skills.

Conclusion The use of a pre simulation video as a teaching tool appears to improve students’ performance in clinical decision making and non-technical skills. Combining a pre-simulation video (“see one”), with simulation (“do one”) appears to improve students’ performance in clinical scenarios.

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