Background Simulation training (ST) is used increasingly in medical education as an interactive learning tool in a controlled and patient-safe environment.1 In addition, interprofessional simulation allows better understanding of others’ roles, improving interprofessional relationships.2 Despite this, interprofessional simulation may be an under-utilised training tool. Furthermore, there is a paucity of quantitative and qualitative data assessing participants’ perceptions of simulation training in the UK.3
Methodology Undergraduate interprofessional ST is run at the Royal Free Hospital. We collated feedback via a structured questionnaire from medical students (MS) and nursing students (NS), immediately before and after training to:
Determine whether trainees had previously undergone ST.
Explore learners’ perceptions of ST by analysing quantitative and qualitative feedback.
Few students had previous ST despite 56.5%(NS) and 30.6%(MS) having been directly involved in managing acutely unwell patients, indicating potential under-utilisation as a training method.
Confidence and competence are separate issues, but confidence is often a surrogate marker. ST generally improved confidence in managing unwell patients among students, indicating that it may be an effective training method. The confidence of 5% of NS and 2.8% of MS decreased, possibly due to individual learning styles and perceptions.
Both groups reported high satisfaction and enjoyment, stating that they would attend more sessions to aid their learning.
ST should be promoted throughout the UK in order to fully realise its potential in healthcare education.
Professor Sir John Temple. 2010. Time for Training. A Review of the impact of the European Working Time Directive on the quality of training
Barr H, Helme M, D’Avray L. 2014 Review of Interprofessional Education in the United Kingdom 1997–2013
Green SM, Klein AJ, et al. 2014 The current state of medical simulation in interventional cardiology: a clinical document from the Society for Cardiovascular Angiography and Intervention’s (SCAI) Simulation Committee
- Category: Course or curriculum evaluation/innovation/integration
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