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Listening and using participant and observer perspectives following large group, team-based simulations: empowering many voices
  1. Craig William Brown1,2,
  2. Jeremy Charles Morse1,
  3. Angus Cooper1,2
  1. 1Institute of Medical and Dental Education, University of Aberdeen, Aberdeen, Aberdeen, UK
  2. 2Emergency Department, NHS Grampian, Aberdeen, Aberdeen, UK
  1. Correspondence to Dr Craig William Brown, Institute of Medical and Dental Education, University of Aberdeen College of Life Sciences and Medicine, Aberdeen AB25 2ZB, UK; craig.brown{at}abdn.ac.uk

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Introduction

In this report, we describe the design and delivery of an interprofessional simulation–based education (SBE) course with a novel debriefing strategy designed to facilitate the simultaneous debrief of a larger than normal number of interprofessional participants and observers. The participants and the observers were separated into two groups, with each having a facilitated learning conversation. Following on from these initial separate debriefings, the participant and observer groups were then once again combined for a successive learning conversation, in which facilitators shared and discussed approximately three key points derived from each of the groups.

Description

Recently across Scotland, a trauma network (Scottish Trauma Network (STN)) has been developed with the aim of improving and optimising the health and well-being of the seriously injured patient, as well as pioneering in clinical excellence and education. With Aberdeen Royal Infirmary and the Royal Aberdeen Children’s Hospital becoming the first operational Major Trauma Centre (MTC) within the network, the STN has highlighted and prioritised that staff education through interprofessional learning (IPL) team-based training be employed as a modality to improve collaboration when treating the seriously injured patient. These trauma patients are initially received into the emergency department of the hospitals and managed under the direction of a trauma team leader, who coordinates a multidisciplinary team made up from a wide range of medical, nursing and allied healthcare professionals.

To address the educational needs of those involved in the …

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Footnotes

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  • Contributors All authors conceived the initial debriefing structure; contributed substantially to subsequent versions, made critical reviews and approved the final version for publication; and were accountable for all aspects of this work. CWB drafted the first version of the manuscript.

  • Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

  • Competing interests None declared.

  • Patient consent for publication Not required.

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

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