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0156 Participant feedback as a driver for change: Analysis of 1 year’s feedback at the Scottish Centre for Simulation and Clinical Human Factors (SCSCHF)
  1. Michael Moneypenny1,
  2. Genevieve Lowe2
  1. 1Scottish Centre for Simulation and Clinical Human Factors, Larbert, UK
  2. 2Western Infirmary, Glasgow, UK


Background/context According to Issenberg et al.1 feedback to participants is the most important aspect of simulation-based medical education (SBME). One might postulate that feedback from participants may be one of the most important aspects of simulation centre/programme development. The SCSCHF collects feedback from course participants in order to inform course development and facilitator appraisal. As far as we are aware there is no literature on using aggregated feedback to identify the elements that participants want to see in simulation-based medical education and the elements that participants want to avoid.

Methodology We used a pragmatic ground theory approach2 to analyse 1 year’s feedback (both "positive" and "negative").

Results/outcomes The "positive" feedback clustered around themes of environment, education and compassion. The "negative" feedback clustered around themes of timing and stress.

Conclusions and recommendations In terms of generalisability, these results may be specific to the SCSCHF or they may reflect the thoughts and feelings of the wider community of SBME participants. If the latter is the case then ensuring that courses meet the "positive" criteria should result in higher participant satisfaction. In addition, the stress mentioned in the "negative" feedback may be a necessity for learning. We would request that other simulation centres and programmes carry out and publicise a similar analysis of their feedback in order to inform this debate.

(A preliminary analysis of the "positive" feedback was accepted for oral presentation at the ASPiH-SCSN conference on 23rd April 2014. This work has not been otherwise presented or published.).


  1. Issenberg BS, McGaghie WC, Petrusa ER, et al. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review*. Medical Teacher 2005;27:10–28

  2. Melia K. Producing ‘plausible stories’: interviewing student nurses. In: Miller, G. & Dingwall, R. (eds.) Context and method in qualitative research;1997. London: Sage

  • Category: Course or curriculum evaluation/innovation/integration

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