Article Text

10 Student evaluation of full-scale ward simulation as an educational tool for improving fitness to practice: results from a pilot study
  1. L Hodierne1,
  2. R Parker1,
  3. E Anderson2,
  4. M Elloy1,
  5. R Davies1
  1. 1Scale Unit, University of Leicester, UK
  2. 2University of Leicester, UK


Background Medical students are often ill prepared in key areas of safe practice, including team-working, for their role as a foundation-doctor (F1). To address these concerns a pilot simulation-based workshop was organised for newly qualified medical students. We present the initial student evaluation of this workshop.

Methodology Newly qualified medical students were invited to attend a dedicated 22-bed full-scale simulated ward incorporating patient simulators, high-fidelity mannequins and qualified nursing staff. Students participated in a simulated team handover and then performed the required F1 tasks; these included patient reviews, family discussions and clinical skill tasks.

Students completed pre- and post-simulation questionnaires assessing aspects of their individual and team practices that included confidence within a clinical team and preparedness for the foundation programme. A modified individual team work observation and feedback tool (iTOFT) was also performed. Datasets were collated and grouped into themes for block analysis. Ethical approval was sought and granted.

Results 12 workshop sessions were run with a total of 227 students attending, of which 134 provided feedback. 91% of respondents scored their preparedness for their first day as a doctor as 3 out of 5 or less pre-simulation. 97% of respondents rated their confidence in relation to their role as an F1 as improved following the workshop. 86% of respondents felt that the experience had brought to their attention behavioural traits they had not previously acknowledged in themselves. Particular themes in qualitative feedback were around fidelity discord eg. the mixture of high-fidelity mannequins and patient actors. Prioritisation of tasks was a recurring theme as to the impact of the workshop on future practice.

Conclusions This novel pilot study suggests the use of full-scale immersive simulated ward training prior to the commencement of F1 improves a) individual team working, b) task management skills, and c) student confidence.

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