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0205 Undergraduate Medicine And Physiotherapy Problem Based Learning In A Simulated Critical Care Environment
  1. Emily Marron,
  2. Chloe Apps
  1. Kings College London, London, UK


Background Critical care can be daunting and intimidating to students. The aim was to provide a safe, realistic session for students to assess an intubated patient, familiarise with surroundings and practice safe handling whilst maintaining patient-centred care. Medical and physiotherapy students worked collaboratively through a clinical scenario. This was explored by a facilitated discussion with an interprofessional faculty. The session ended with peer-led demonstrations of clinical skills relevant to the clinical scenario and often inherent in own professions. This allowed the opportunity to learning from, with and about each other.1

The collaboration of medicine and physiotherapy complimented the problem base learning as each profession had equality in the task, allowing understand of each other’s roles, sharing of knowledge and perspectives in critical care environment.2

Description of innovation Creating a realistic critical care environment was achieved using a simulated ward area. A combination of real equipment (mannequins, monitors infusions and catheters) and the use of photos mounted onto boxes (anaesthetic machine, extra pumps) were used. Detail was paid to the surrounding area in the ward by availability of patient notes, charts etc. and around the bed spaces by placing photos of the patient and get well soon cards. This was to simulate the reality of working around patient bed spaces but also to encourage the students to ‘see’ the patient.3 The final idea to enrich reality was the use of sound. A recording of a critical care unit, complete with alarms, ringing telephones and distant incoherent chattering was played into the room during the session.

Conclusion Overall evaluations were positive about the environment and the problem based learning format. Highly rated were the interprofessional approach and the ability to access expert advice from the faculty. The evaluations requested more clinical scenarios to be covered and pre-reading to make the most of the session.


  1. Centre for the Advancement of Interprofessional Education (2002) Interprofessional education- a definition

  2. Gilligan C, Outram S, Levett-Jones T. Recommendations from recent graduates in medicine, nursing and pharmacy on improving interprofessional education in university programs: a qualitative study. BMC Medical Education 2014;14:52

  3. Barry MJ, Edgman-Levitan S. Shared Decision Making - The Pinnacle of Patient-Centred Care. N Engl J Med 2012;366:780–781

  • Category: Course or curriculum evaluation/innovation/integration

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