Article Text

0031 A Service Evaluation Of Simulation Training In Postgraduate And Undergraduate Medical Education
  1. Natalie Farmer1,
  2. Susie Pawley2,
  3. Katy Fidler1,2
  1. 1Brighton and Sussex Medical School, Brighton, UK
  2. 2Royal Alexandra Children’s Hospital, Brighton, UK


Background/context Traditionally, medical training has predominantly involved a ‘learning by doing’ approach, but over the last 20 years, the use of simulation as a form of undergraduate and postgraduate education has significantly increased. Techniques are increasing in sophistication, and some studies have shown simulation to be more effective for trainees to become competent in their clinical skills than the traditional approach. The future aim of the Royal College of Paediatrics and Child Health (RCPCH) is to create a national simulation programme focusing on the RCPCH curriculum. It would therefore be beneficial for medical students to also have access to simulation training. With this in mind, Dr Pawley and Dr Fidler instigated simulation training at the Royal Alexandra Children’s Hospital (RACH) from 2012 for junior doctors and 2013 for 5th year medical students. This is the first service evaluation of both medical students and trainees to determine if they feel simulation training is beneficial and relevant, and how they feel it could be improved. Knowledge of providers’ attitudes to simulation was also looked at.

Methodology 5 different questionnaires were created, containing quantitative and qualitative questions. They were distributed via paper feedback forms at the weekly simulation sessions and via Survey Monkey (an online data collection tool).

Results/outcomes Confidence levels increased in all groups after having attended the simulation sessions and all groups thought that simulation was an ‘effective’ way of learning (using a 5 point likert scale). The majority of participants would prefer to provide feedback via paper feedback questionnaires as opposed to Survey Monkey.

Conclusions and recommendations The simulation sessions run at the RACH are well received and found to be beneficial and relevant by participants. Using the feedback provided, it would be helpful to amend the sessions so that they map the curriculum more effectively.


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  • Category: Course or curriculum evaluation/innovation/integration

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