Background Undergraduate medical students from the Hull York Medical School are taught to use simulation1 to create and run a high fidelity simulated scenario to teach their peer group about managing simple medical emergencies at Hull Institute of Learning and Simulation through a student-selected component.2 An innovative fast feedback loop was used by students to create, test and improve the scenario over a short time period (akin to software beta-testing). The optimum number of cycles necessary to produce a scenario of strong fidelity and value to the learner was identified.
Methodology The scenario was tested on five occasions, each with a fresh participant. User feedback from post-scenario questionnaire quantitatively and qualitatively assessed educational value and fidelity to identify improvements for the scenario. This yielded a scenario independently assessed on day 5 to be of professional quality and value. Statistical analysis was performed on feedback questionnaires (Mann-Whitney U test), testing for gross global improvement across all numerical domains of the questionnaire (relevance, effectiveness and quality of the pre-brief, scenario and debrief) and comparing them between participants.
Outcomes There was a significant difference between the first(5.3 ± 0.7) and second cycle (8.7 ± 0.5) (p = 0.0002), between cycles 2–3 (9.7 ± 0.5) (p = 0.003) and 3–4 (8.2 ± 1.1) (p = 0.002). However, cycles 4–5 (8.7 ± 0.7) did not show a significant difference in fidelity (p = 0.2). This and qualitative feedback suggests that three cycles are sufficient to achieve a sufficiently high level of fidelity and boost instructor competence.
Conclusion Scenario beta-testing is an excellent method of increasing scenario fidelity and providing high-yield tutor experience, especially if tutors are simulation-naive, and three cycles is suggested as an optimal.
Gopal A, Purva M. A pilot of a simulation scenario scripting workshop for medical students: exposing students to teaching and learning using simulation-based medical education. BMJ STEL 2014;1(Suppl 1):A1–A88.
Fent G, Gopal A, Purva M. Simulation based medical education as a student selected component for medical students. BMJ STEL 2015;1(Suppl 2):A1–A67.
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