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0133 “unreal” But Still Having A Positive Impact. Assessing A Simulated Ward Round – The Perceptions Of Final Year Medical Students
  1. Fiona Crichton,
  2. Karima Medjoub
  1. NHS Lothian, Edinburgh, UK


Background/context Our group has previously demonstrated a change in the importance allocated to certain skills which may be utilised on ward rounds (Ali et al, 2014). “Perceived realism plays a central role in simulation-based training.” (Eppich et al, 2013). We wished to look at technical and non-technical skills (NTS) necessary for ward rounds and assess the impact of a ward simulation exercise on junior’s perception of these.

Methodology 259 undergraduates took part in a simulated ward round. Students were allocated roles -FYs or patients. They were asked to rank their three most important technical and non-technical skills from a list supplied before and on completion along with evaluating the session with scores for usefulness, realism etc.

Outcomes Completed questionnaires were obtained from 239. 81.2% changed their ranking of technical skills required and 86.6% changed the ranking of NTS. The overall most important technical skill listed was the care of sick patients. Task prioritisation was felt to be the most important non-technical skill.

Evaluation was generally positive using Likert scales (1–5) The lowest scores were assigned to realism (mean 3.38) and how stressful the session was (mean 3.76). Only 11 ranked usefulness as 3 or less (mean 4.49) and 2 out of these 11 actually felt they were more efficient having undertaken the exercise. Of these participants 9 changed their technical skills post WR and 7 changed their NTS. 210 agreed or strongly agreed they felt more efficient overall (mean score 4.31). Better insight mean score 4.32 and 12 were neutral about recommending the course to others with only one disagreeing with this.

Conclusion These findings strongly support continuing this course. Our data also suggest that while some students felt that the course was not useful or not very realistic it nevertheless had an impact on their perceptions of skills required.


  1. Ali I, Medjoub K, Mellanby E, et al. (2014) Simulated ward rounds: do they change student’s perception of which skills are important in a junior doctor, and can we make rounds a more active learning environment using simulation? Oral presentation SCSN/ASPiH Scottish Symposium, Uaill Fire & Rescue Centre, Cambuslang 24/04/14

  2. Eppich WJ, O’Connor LO, Adler M. (2013) Providing effective simulation activities In Essential Simulation in Clinical Education (ed Forrest K et al) Wiley-Blackwell, Chichester p219

  • Category: Course or curriculum evaluation/innovation/integration

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