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0221 Creating Student Aspih (saspih): Proposed Business Platform Model - Establishing A Viable, Resilient And Accountable Student Branch Of Aspih
  1. Alan Gopal1,
  2. Matthew Pendleton2,
  3. David Cox3
  1. 1Hull York Medical School, Hull, East Riding of Yorkshire, UK
  2. 2Pennine Acute Hospitals NHS Trust, Manchester, UK
  3. 3Aintree University Hospital NHS Foundation Trust, Liverpool, UK


Background and context Establishing a special interest group of the Association for Simulated Practice in Healthcare (ASPiH)1 aimed at recruitment, retention and development2 of undergraduate students to ASPiH (Student ASPiH/SASPiH) would benefit both ASPiH and UK undergraduate healthcare professionals involved in simulated practice in healthcare. For this we propose a business platform model3,4 to maximise potential advantages for all involved.5

Traditional student-centric structures often suffer from variability over the personnel recruited, and resources available; they are subject to lapsing or losing momentum from rapid turnover of personnel, especially with the ever-increasing demands of completing a professional degree. In this climate of fiscal responsibility, a business orientated model offers a viable way of ensuring resilience and maximising the potential benefits on both sides of the partnership.

Methodology Utilising a relatively shallow hierarchy of a student national committee with direct senior supervision, the main aims of the SASPiH committee would be the creation of educational products (i.e. a platform for innovation6) to offer student-specific incentives for joining ASPiH and acting as a hub for student ventures. A product would be anything of value professionally such as; regional events aimed at exposing students to simulation-based medical education, opportunities such as a medical student elective packages in simulated practice7 and online resources.

Anticipated outcomes With guidance from senior members of ASPiH over development and implementation of products, each student-driven venture would benefit from action-based entrepreneurial education2 and be expected to present results of their completed project at annual ASPiH conference, while adding the product to their portfolios8 and the repertoire of SASPiH for future use while increasing undergraduate recruitment.

Potential impact The model we are proposing is designed to recruit students, develop their interests and abilities2 to provide simulation-based medical education, reward their innovations8 and contribute to ASPiH is a transparent, accountable way.5


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  3. Davidsson P, Klofsten M. Journal of Small Business Management, 2003;41(1):1–26

  4. Hedman J, Kalling T. European Journal of Information Systems, 2003;12:49–59

  5. Chesborough H. Strategy & Leadership, 2007;35(6):12–17

  6. Gawer A, Cusumano MA. Platform Leadership. 2nd Ed. Boston, MA: Harvard Business School Press;2002

  7. Gopal A, Purva M. Poster session presented at: 2014 SCSN-ASPiH Scottish Symposium; 2014 April23-24; Uaill, Glasgow, UK

  8. Lamki N, Marchand M. Sultan Qaboos Univ Med J. 2006;6(1):6–12

  • Category: Course or curriculum evaluation/innovation/integration

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