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Evaluating the Timely Assessment of Ill Patients (TAP) simulation course for medical students
  1. Swe Yin Khin-Htun,
  2. Rebecca Clegg,
  3. Anisa Kushairi
  1. Nottingham Trent Simulation, Nottingham University Hospitals NHS Trust, Nottingham, UK
  1. Correspondence to Rebecca Clegg, Nottingham Trent Simulation, Nottingham University Hospitals NHS Trust, Nottingham NG5 1PB, UK; rebeccaaclegg{at}btinternet.com

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Background

The Timely Assessment of Ill Patients course, created at the Nottingham University Hospitals National Health Service (NHS) Trust, is designed to enable medical students in their first clinical placement to learn a safe approach to the acutely ill patient and learn non-clinical skills. Medical students attended the TAP course in groups of 5, for 6 sessions across 7 weeks. This course was run modularly, with workshops using low-fidelity manikins and trained simulated patients. Nursing students joined for interprofessional learning. The learning outcomes for each session were based on Bloom’s taxonomy. At the end of the course, students completed a questionnaire to assess their level of learning. Overall, this course is well received and borne out by extremely positive feedback.

Introduction

Simulation is an established teaching tool in medical education,1 with benefits including: integrating theory and clinical practice, improvement of clinical skills and non-technical affective and communication skills.2 Simulation also improves clinical decision-making and leadership.3 4 At the Nottingham University Hospitals NHS Trust, the Timely Assessment of Ill Patients (TAP) simulation course aims to improve the confidence and ability of students to recognise acutely ill patients, address their immediate care requirements and escalate appropriately. The learning outcomes of the course encompasses assessing and managing acutely unwell patients, including knowledge of common …

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Footnotes

  • Contributors SYK-H created and lead the TAP course, with help from fellow coordinator Molly McLaughlin; AK and RAC helped facilitate the course; AK created the introduction and methodology and RAC collated all the questionnaire responses, created the results and discussion sections and formatted the paper.

  • Competing interests None declared.

  • Provenance and peer review Not commissioned; internally peer reviewed.

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