BMJ Simulation & Technology Enhanced Learning最新文献

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O6 Teaching communication skills in the Covid-19 era: an online workshop for medical students 新冠肺炎时代的沟通技巧教学:医学生在线研讨会
IF 1.1
BMJ Simulation & Technology Enhanced Learning Pub Date : 2020-11-01 DOI: 10.1136/BMJSTEL-2020-ASPIHCONF.6
R. Johnston, C. Sen, Y. Baki
{"title":"O6 Teaching communication skills in the Covid-19 era: an online workshop for medical students","authors":"R. Johnston, C. Sen, Y. Baki","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.6","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.6","url":null,"abstract":"Introduction Effective communication is a fundamental aspect of good medical practice. It has been shown to enhance patient safety and care1 yet poor communication continues to be cited as a leading cause of adverse events, patient dissatisfaction and complaints.2 Communication skills programs have shown improvements in communication beyond that achieved by standard patient encounters3 however amidst the Covid-19 pandemic face-to-face training opportunities are limited. We developed a real-time online workshop to teach undergraduate communication skills in a virtual environment. Methods We designed a multimodal programme utilising Kolb’s experiential learning cycle4 to meet the learning objectives identified on the paediatric undergraduate curriculum (see figure 1). We introduced the session exploring students’ objectives with focus on creating a psychologically safe environment. A pre-recorded simulated ‘breaking bad news’ scenario followed, interspersed with group reflection on the management of non-accidental injuries, approaches to difficult discussions and dealing with conflict. Students then role-played in break-out groups: (i) disclosure of a medication error and (ii) obtaining consent for a lumbar puncture followed by peer-led feedback and group reflection. We surveyed students’ confidence of the learning objectives prior to and after the workshop collecting quantitative and qualitative feedback. We also considered the feasibility of the session including resources required, technical issues and levels of student engagement. Results The session was delivered on Blackboard Collaborate, a virtual classroom tool, by three paediatricians and attended by 26 students. Internet connectivity issues were minimal and using a web-based application (Articulate Rise) ensured video quality was preserved. The video observation and opportunity to practice and interact with peers in small groups were rated highly by students. Breakout groups stimulated active learning with students describing the role play as ‘daunting’ but ‘really useful’. Monitoring student engagement was challenging but high usage of the interactive whiteboard was encouraging. Confidence in all learning outcomes improved following the workshop (pre->post test% of students self-assessed as confident): talking to anxious parents (0->83.3%); explaining common procedures and investigations (13.6->100%); obtaining consent (13.6->91.7%); breaking bad news (22.7->66.6%) and explaining safeguarding concerns (0->58.3%). Discussion and Conclusion Undergraduate paediatric curriculums must address essential competencies in communication. This is particularly challenging in the Covid-19 era with reduced clinical exposure. We found online workshops are feasible, require minimal resources and are well received by students. Utilising online small group personal tutor sessions, we plan to repeat this workshop regularly over the next academic year. References Poore JA, Cullen DL, Schaar GL. Simulation-b","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":"64 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81078466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
PG103 ‘Managing bystanders’ in an emergency situation: practising through simulation PG103在紧急情况下“管理旁观者”:通过模拟练习
IF 1.1
BMJ Simulation & Technology Enhanced Learning Pub Date : 2020-11-01 DOI: 10.1136/BMJSTEL-2020-ASPIHCONF.151
Melanie Tanner, C. Hamilton, Jack Orledge, S. Andrews, J. Booth
{"title":"PG103 ‘Managing bystanders’ in an emergency situation: practising through simulation","authors":"Melanie Tanner, C. Hamilton, Jack Orledge, S. Andrews, J. Booth","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.151","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.151","url":null,"abstract":"Introduction A repercussion of the NMC standards (2018a) and the NMC code (2018b) is that educators are considering the best teaching style to maximise student understanding and retention. Our second year student nurses learn the skill of basic life support; we wanted to extend this learning, enabling them the opportunity to practice ‘bystander skills’, immersing them in an unexpected ‘crisis’. The aim was for them to practice verbal/nonverbal supportive skills with distressed relatives, manage crowds during a crisis event, deescalate and attend to privacy, recognise the challenges of unfamiliar situations, and build confidence if unethical or unsafe practice is noted. Methods The simulation suite changing-room was converted to a swimming pool changing-room. 25 students in each cohort became bystanders to the (unseen) collapse and resuscitation of a child, in a semi-closed room. Two trained actor-role players, one the grandmother of the child and one a bystander taking photographs, were embedded in the changing-room with the students. Self-selecting student(s) immediately stepped in to support the distraught relative and, as the scenario progressed other student bystanders challenged the indiscreet onlooker. Two concurrent scenarios ran in the same area, with stop-start, freeze-frame and feedback from student participants, actor-role players, the group, and the facilitators. Results This simulation was highly evaluated by students. They stated that they were more confident in their abilities to ‘stay calm’ in providing comfort and in challenging behaviours; the support of peers in ‘pause and seek advice’ was invaluable. The practical application of this simulation, in everyday life, and as value to society, was recognised. Cross faculty academics, health professionals and educators external to the University, observed and became involved as ‘onlooking bystanders’. Over 200 student nurses have taken active roles in this simulation, with a further 50 student paramedics and ODPs – none in their professional roles, all as ‘lay bystanders’. Discussion Our mantra of ‘teamwork makes the dreamwork’ was upheld. Multiple discussions (pre/post simulation) with technicians, actors, a breadth of academics and students supported the venture. The actors were carefully selected, trained for their specific roles and agreed to wear swimsuits. Their involvement in the debrief was vital; a relative’s perspective and a vicarious bystander perspective. De-roling was essential for all as the content of the simulation could be deeply upsetting. References Nursing & Midwifery Council (NMC), (2018a) Standards of proficiency for registered nurses. London: NMC. Available at: https://www.nmc.org.uk/standards/standards-for-nurses/standards-of-proficiency-for-registered-nurses/ Nursing & Midwifery Council (NMC), (2018b) The code: professional standards of practice and behaviour for nurses, midwives and nursing associates. [pdf] Available at: www.nmc.org.uk/globalassets/sitedoc","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":"44 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81113964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
O16 PSSST!: Using a patient-specific simulated systems test (PSSST) to review system performance and latent safety risks when assessing and planning an individual patient-specific pathway, improving patient and hospital outcomes O16嘿,:在评估和规划单个患者特异性通路时,使用患者特异性模拟系统测试(PSSST)来审查系统性能和潜在的安全风险,从而改善患者和医院的结果
IF 1.1
BMJ Simulation & Technology Enhanced Learning Pub Date : 2020-11-01 DOI: 10.1136/BMJSTEL-2020-ASPIHCONF.16
F. Hanlon, E. Suckling, Rosie Fish
{"title":"O16 PSSST!: Using a patient-specific simulated systems test (PSSST) to review system performance and latent safety risks when assessing and planning an individual patient-specific pathway, improving patient and hospital outcomes","authors":"F. Hanlon, E. Suckling, Rosie Fish","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.16","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.16","url":null,"abstract":"Introduction Simulated system tests can be used to address system errors, improve system performance, patient safety and quality of healthcare1,2. The University Hospitals Bristol and Weston Simulation Services (UHBW SS) adapted this simulation model to review the potential system performance of an individual patient pathway to improve patient outcome. Background Patient X is a 2-year old female with complex medical background, tracheostomy and posterior fossa pilocytic astrocytoma requiring 6-week radiotherapy course under general anaesthetic. The primary complicating factor for the patient and radiotherapy journey was brainstem dysfunction resulting in frequent breath holding spells, respiratory arrest and subsequent hypoxic cardiac arrest. Due to the high-risk nature of the patient, UHBW SS paediatric team designed and delivered a patient-specific simulated systems test (PSSST) simulating patient X’s intended radiotherapy pathway to identify and address latent safety threats. Methods We designed and delivered the PSSST using a basic, low-fidelity ‘walk-through’ simulation model, simulating each step of patient X’s radiotherapy journey. Staff involved in the patient’s care and radiotherapy treatment were present, including anaesthetic, general paediatric, HDU and nursing teams, paediatric critical care outreach, radiotherapy and hospital porters. We did not run simulated acute emergencies, instead adapted the use of reflective pauses, addressing anticipated complications at each stage of the journey. Issues identified were further discussed in a modified debrief following the simulation and action plans formulated. Members of the MDT were allocated tasks, with clear instructions and dates of when they were to be completed by prior to the radiotherapy course commencing. Examples of issues identified: Emergency equipment and staff required for transfer Need for personal protective equipment (PPE) in light of COVID–19 pandemic Environment familiarity for the patient to reduce risk of breath holding spells secondary to agitation/anxiety Results The PSSST of patient X’s radiotherapy pathway identified clinical and ethical implications on both the patient and wider hospital triggering further senior discussions prior to proceeding with her treatment. Latent safety threats were identified and addressed in a timely manner. As a result of this PSSST, patient X underwent an uneventful radiotherapy course without complication or adverse impact on the wider hospital. Discussion This exercise has identified how basic, low-fidelity simulated MDT system tests can be adapted to review system performance of an individual patient-specific pathway, improving patient and hospital outcomes. We aim to expand the use of PSSST for assessing and planning individual patient pathways in the future at BRHC. References Vincent C, Moorthy K, Sarker SK, et al. Systems approaches to surgical quality and safety: from concept to measurement. Annals of Surgery2004;239:475e82. Ag","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88249126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
O10 Simulation from a distance. an online simulation programme for final year medical students O10远距离模拟。为医学院最后一年的学生准备的在线模拟课程
IF 1.1
BMJ Simulation & Technology Enhanced Learning Pub Date : 2020-11-01 DOI: 10.1136/BMJSTEL-2020-ASPIHCONF.10
Z. Wellbelove, Diana Kluczna, D. Wright, O. Charlton, G. Barlow, S. Oliver
{"title":"O10 Simulation from a distance. an online simulation programme for final year medical students","authors":"Z. Wellbelove, Diana Kluczna, D. Wright, O. Charlton, G. Barlow, S. Oliver","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.10","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.10","url":null,"abstract":"Introduction COVID19 has significantly impacted undergraduate medical education. At Hull York Medical School, the elective period for fifth-year students was cancelled and a seven-week online distance learning course was developed and initiated, focusing on key learning outcomes. Our aim was to incorporate live simulation to add an interactive element to online fifth-year teaching. Methods We wrote and recorded immersive 360-degree scenarios tailored to learning outcomes for the week. These focused on the assessment, investigation, and management of an unwell patient. The scenarios were delivered as small group teaching sessions through online meeting software weekly for seven weeks. Clinical teaching fellows guided sessions, encouraging participation, the application of knowledge and progression of clinical reasoning. Quantitative and qualitative feedback was collected after every session and pre/post course evaluation was conducted. A Likert scale from 1 to 5 was used to subjectively assess student’s confidence in the assessment and management of acutely unwell patients. Results The number of students participating in the online simulation course ranged from 127 to 149; 84 to 136 completed the surveys each week. 95.8% of students reported virtual simulation as a beneficial form of learning. Of those, 60.4% stated virtual simulations complemented other forms of teaching and 39.6% felt that simulations were more beneficial. Mean confidence rating improved from 3.52 to 4.12 for assessment and 2.89 to 3.68 for management of acutely unwell patients (p-value Discussion and Conclusion Online simulation was a valuable learning resource to final year medical students at the Hull York Medical School during their distance learning block. It improved the student’s confidence in the assessment and management of acutely unwell patients and provided an interactive educational experience that helped prepare them for hospital placements. Delivering simulation in small groups online is a novel teaching method that can be used in line with social distancing measures and can be developed further for both undergraduate and postgraduate education.","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":"24 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88335624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
PG124 Creation of a regional simulation course and scenario bank for internal medicine trainees PG124为内科培训生开设区域模拟课程和情景库
IF 1.1
BMJ Simulation & Technology Enhanced Learning Pub Date : 2020-11-01 DOI: 10.1136/BMJSTEL-2020-ASPIHCONF.172
D. Bagg, N. Finneran, Anand Pankhania
{"title":"PG124 Creation of a regional simulation course and scenario bank for internal medicine trainees","authors":"D. Bagg, N. Finneran, Anand Pankhania","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.172","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.172","url":null,"abstract":"Background The new Internal Medicine Training (IMT) Stage 1 curriculum mandated skills lab and simulation training for the first time1. Whilst simulation-based education is used widely in many other specialties, it is not a widely used teaching modality for medical trainees2. There is a lack of understanding among some physicians about simulation therefore most Trusts in region were not in a position to offer high quality simulation training to their IMTs. Summary of Work A one day course was created, covering technical and non-technical skills, directly mapped to the IMT curriculum. Themes included anaphylaxis, asthma and handover, hypoglycaemia and mistakes/duty of candour, recognition of deterioration and ceiling of care decisions, as well as breaking bad news. In addition to participating in their current role, trainees also assumed roles of more junior doctors, nurses and healthcare assistants after a pre-brief to ensure they were comfortable stepping outside their usual position. Following this, a scenario bank was created to share with Trusts within the region to ensure local delivery and consistency. Summary of Results Almost all IMTs in region booked places, however the covid-19 pandemic forced the final two courses to be cancelled. The scenarios were based on real patients and in particular, the medication error scenario was co-created with a senior pharmacist to ensure accuracy and realism. The delivery of this scenario was changed after initial feedback indicated it had been a little complex; feedback after the change was very positive. All participants reported that their confidence had improved in the topics covered and would recommend the course to colleagues. The feedback was overwhelmingly positive, even from IMTs who had negative perceptions of simulation prior to attending. Assuming different roles was highlighted as a positive aspect as they were able to gain greater appreciation for their colleagues. Discussion, Conclusions, Recommendations This regional course has allowed IMTs to develop confidence in both technical and non-technical skills, as well as provide standardised, high quality training. Trusts are being supported to deliver the created scenarios locally, which will hopefully ensure sustainable simulation for IMTs going forwards. References Joint Royal Colleges of Physicians Training Board, (2019a) Curriculum for Internal Medicine Stage 1 Training, Available at: https://www.jrcptb.org.uk/sites/default/files/IM_Curriculum_Sept2519.pdf (Accessed 23/08/2020). Joint Royal Colleges of Physicians Training Board and Health Education England, ( 2016) Enhancing UK Core Medical Training through simulation-based education: an evidence-based approach, Available at: https://www.jrcptb.org.uk/sites/default/files/HEE_Report_FINAL.pdf (Accessed 22/08/2020).","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":"5 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88564587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
PG43 Gamification for human factors – using an interactive gaming strategy to build human factor capability in health and social care PG43人为因素的游戏化-使用互动游戏策略在健康和社会护理方面建立人为因素能力
IF 1.1
BMJ Simulation & Technology Enhanced Learning Pub Date : 2020-11-01 DOI: 10.1136/bmjstel-2020-aspihconf.91
Gil Smith
{"title":"PG43 Gamification for human factors – using an interactive gaming strategy to build human factor capability in health and social care","authors":"Gil Smith","doi":"10.1136/bmjstel-2020-aspihconf.91","DOIUrl":"https://doi.org/10.1136/bmjstel-2020-aspihconf.91","url":null,"abstract":"Introduction Failings in human factors, is the most common cause of adverse incidents in healthcare. Ineffective hand-off communication is recognised as a critical patient safety problem; an estimated 80% of serious medical errors involve miscommunication between caregivers during the transfer of patients. There is no ‘one thing’ that will address human factor failings- its multi-factorial with multiple interventions. The ‘Gamification for Human Factors’ project deploys the application of gamification approach to human factor learning and skills in health and social care. Gamification in training is the process of applying gaming designs and concepts in order to make learning processes more engaging, entertaining and interactive. The game mechanics, story, and media act as reinforcements to learning goals. The aim of the project is to extend the reach of access of Human Factor training. The Game is accessible by App via mobile phone devices. Method Quality Improvement and Agile design methodologies have been adopted; along with multi-disciplinary team input. Phase 1 of the project - the development of the gamification strategy, requirements specification, characters and stories which form the basis of the design; was carried out in partnership between the Northern Health and Social Care Trust and the University of Ulster. Phase 2 is the conversion of the initial development work into an App suitable for commercial release. Main Themes: Majuri et al. (2018) review of 128 empirical research papers focussed on the application of gamification to assist with education and learning. The most common gamification elements found in these studies was achievement and progression - designed to allow users to track their progress and improve upon their previous performance. Discussion The Gamification for Human Factors App is based around the journey of a patient and his interactions with the health and care system. As ‘gamers’ travel through the different levels of the game, they complete ‘missions’ and follow the patient9s experience. As the patient journey unfolds it exposes ‘gamers’ to learning centred around DuPont’s Dirty Dozen – the 12 most common human factor elements which degrade a person’s ability for them to perform effectively and safely, leading to errors. To progress to each new mission ‘gamers’ must answer a series of questions, testing knowledge and reinforcing their learning of human factors. On completion of missions ‘gamers’ are awarded badges and rewards – increasing motivation to learn. The App also provides links to additional learning resources and useful human factor references. References Joint Commission on Accreditation of Healthcare Organisations, August 2020, Volume 3, Issue 8. Joint Commission Perspectives Majuri, et al., 2018. Gamification of Education and Learning: A Review of Empirical Literature.","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":"138 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77447930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
PP2 Multiprofessional airway training: a crucial component of safe teamworking in obstetrics PP2多专业气道训练:产科安全团队合作的重要组成部分
IF 1.1
BMJ Simulation & Technology Enhanced Learning Pub Date : 2020-11-01 DOI: 10.1136/BMJSTEL-2020-ASPIHCONF.22
M. Aldridge, B. Gupta, C. Dowse
{"title":"PP2 Multiprofessional airway training: a crucial component of safe teamworking in obstetrics","authors":"M. Aldridge, B. Gupta, C. Dowse","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.22","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.22","url":null,"abstract":"Background Airway management during emergency obstetric anaesthesia is associated with higher rates of difficulty and failed intubation.1 This occurs in a high-intensity team setting and involves multiple professional groups. Although team training is used successfully for other obstetric scenarios, this does not commonly cover airway emergencies.2 We aimed to introduce regular simulation-based multiprofessional training at University Hospitals Bristol and Weston NHS Foundation Trust specifically designed to encourage team working during airway emergencies in obstetrics. In particular we aimed to identify and reduce the impact of latent safety threats by using in-situ simulation. Summary of Work We identified regular 45-minute sessions to fit with existing staff training to allow attendance by multiple professions when theatre usage was minimal. Obstetricians, midwives, theatre practitioners and anaesthetists were invited to attend, and the sessions were held in the emergency obstetric theatres. The simulated scenario involved both ‘Can’t Intubate Can Oxygenate’ and ‘Can’t Intubate Can’t Oxygenate’ events during an emergency caesarean section, culminating in scalpel cricothyroidotomy on an improvised front-of-neck trainer. The scenario was specifically designed to involve multiple professional groups, with an emphasis on good teamworking and communication which was further developed through post-simulation debriefing. Summary of Results Over 2 pilot sessions there were 10 participants from the multiple professional groups and feedback was positive. In particular non-anaesthetists commented on the benefits of simulating an airway emergency they were otherwise unfamiliar with. Specific areas for discussion included the importance of making team-based decisions in advance regarding failed airway management (i.e. proceed vs. abandon procedure), and the importance of good visibility of the emergency intubation checklist and protocols in the obstetric theatres. This has led to relevant cognitive aids being attached to the video laryngoscopes used in airway emergencies. Discussion and Conclusions Multiprofessional obstetric airway training appears to be well received and beneficial to all participants. In particular our sessions benefited from the in-situ setting and input from multiple professional groups. We have written a training pack designed to allow easy replication of this session, and intend to run this on a regular basis. Materials have been designed to support facilitation by individuals less experienced in simulation-based education, and we hope to empower others from multiple professional groups to deliver this in future. Recommendations Similar training should form an essential component of wider obstetric team training, and could be facilitated by any member of the multiprofessional team with appropriate support and experience. References Cook TM, Woodall N, Frerk C. A national survey of the impact of NAP4 on airway management practice in","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":"9 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87558410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
PP15 Can simulation fill the gap in transgender medical education for healthcare professionals? PP15模拟能填补医疗保健专业人员跨性别医学教育的空白吗?
IF 1.1
BMJ Simulation & Technology Enhanced Learning Pub Date : 2020-11-01 DOI: 10.1136/BMJSTEL-2020-ASPIHCONF.34
Daniel Kostić, N. Kaushal, Phil Gurnett, Lauren Philpott, L. Moore
{"title":"PP15 Can simulation fill the gap in transgender medical education for healthcare professionals?","authors":"Daniel Kostić, N. Kaushal, Phil Gurnett, Lauren Philpott, L. Moore","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.34","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.34","url":null,"abstract":"Background The Transgender Equality report found that transgender people encounter significant problems in using NHS services, due to staff attitudes and their lack of knowledge and understanding.1 Equality legislation in the UK prohibits discrimination of individuals based on their gender identity and yet the NHS is not ensuring zero tolerance of transphobic behaviour.1 2 Therefore it is vital that we fill this gap in educating healthcare professionals on responding to the needs of patients who identify as transgender. Summary of Work A survey was sent out to all staff at Darent Valley Hospital (DVH) in June 2020 enquiring about their experiences with the transgender community. The authors of this paper received LGBTQ+ basic awareness training. Following this, we created a transgender simulation scenario in which the transgender woman who hasn’t fully transitioned presents with signs and symptoms of testicular torsion. The scenario was firstly run for Foundation Year 1 doctors in our simulation suite, and then run in our Emergency Department as an in-situ simulation for the Emergency Department staff. Both verbal and written feedback was collected from the simulation sessions. Summary of Results 57 staff responded to the survey, with 41 of them (72%) stating that they had previous experience with treating transgender patients. 79% of the participants said that they had never had any teaching about transgender awareness in a medical context, or had accessed any e-learning modules on the subject. The simulation was well received and comments included ‘the scenario was really useful to highlight the differences in medical problems transgender people may face due to the medications they may be taking’, and ‘it is really important for junior doctors to experience working with transgender people to ensure they are aware of how important it is to make the patient comfortable’. Discussion and Conclusions Our results showed that many of the staff at DVH had experience with transgender patients but most of them had never had any sort of education on how best to care for them and meet their specific needs. The feedback from our simulation scenarios was overwhelmingly positive, and showed that there is clearly an appetite for education on transgender issues and this has been neglected somewhat by the NHS so far. Reference House of Commons Women and Equalities Committee ( 2016). Transgender equality: First report of session 2015-2016, London: The Stationery Office (HC390). Available at www.publications.parliament.uk/pa/cm201516/cmselect/cmwomeq/390/39003.htm#_idTextAnchor216 (Last accessed 13/07/20) UK Government ( 2010). Equality Act. Available at: http://www.legislation.gov.uk/ukpga/2010/15/contents (Last accessed 13/07/20)","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":"20 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87710039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
O3 Reliability and feasibility of the team emergency assessment measure (TEAM) for self- and external rating of teamwork in paediatric interprofessional simulation O3团队应急评估方法(team)在儿科跨专业模拟团队自我和外部评价中的可靠性和可行性
IF 1.1
BMJ Simulation & Technology Enhanced Learning Pub Date : 2020-11-01 DOI: 10.1136/BMJSTEL-2020-ASPIHCONF.3
E. Wooding, T. Gale, V. Maynard
{"title":"O3 Reliability and feasibility of the team emergency assessment measure (TEAM) for self- and external rating of teamwork in paediatric interprofessional simulation","authors":"E. Wooding, T. Gale, V. Maynard","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.3","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.3","url":null,"abstract":"Introduction/Background Teamwork training for acute healthcare professionals is a recognised priority for risk reduction associated with improved team performance and improved clinical outcomes for patients.1The Team Emergency Assessment Measure (TEAM) is validated as an objective teamwork rating tool for real-life resuscitations, where teamwork is scored across multiple domains using observed behaviours and scored with an overall impression of teamwork performance using a global rating scale.2 The literature suggests a gap for comparing participant self-rating in interprofessional simulation with multiple external rater scores.3 Methods Validity evidence supporting the use of TEAM to assess self- and external rating of teamwork in 15 interdisciplinary paediatric in situ simulations was evaluated. 77 healthcare professionals were recruited across multiple disciplines in 2 hospitals. Using TEAM, participants self-rated their team’s performance in simulation scenarios contemporaneously; two external raters also retrospectively rated all simulations. Interrater reliability, internal consistency of the instrument, intraclass correlation coefficients, effect and generalisability analysis were calculated, and feedback was collated from all raters to explore feasibility. Results Older participant raters gave higher total TEAM scores (P=0.001), as did nurses over doctors (P=0.05). Linear modelling demonstrated that the association between participant rater age and score given was cumulative. Good correlation was noted between the total TEAM score and the Global Score for participant and external raters. The total TEAM score demonstrated superior intraclass correlation coefficient for external raters compared to the global score. There was moderate agreement between external and participant raters which was significant (P Discussion, Conclusions and Recommendations The TEAM tool is a reliable self-rating tool for multiple raters in paediatric interprofessional teams, where it is used by at least 6 external raters or 9 or more self-raters. Nurses and older participants rate team performance more highly. The TEAM tool demonstrated good or very good internal consistency across the majority of items and the TEAM total score was the more reliable measure, rather than the Global Rating Score. It is best suited for formative feedback to support team development. Further research to establish its suitability for self-rating of team performance in the clinical environment, or amongst smaller teams is warranted. References Siassakos D, Bristowe K, Draycott TJ, Angouri J, Hambly H, Winter C, et al. Clinical efficiency in a simulated emergency and relationship to team behaviours: A multisite cross-sectional study. BJOG: An International Journal of Obstetrics and Gynaecology 2011;118(5):pp. 596–607. doi: 10.1111/j.1471-0528.2010.02843.x. Cooper S, Cant R, Connell C, Sims L, Porter JE, Symmons M, et al. Measuring teamwork performance: validity testing of the team emerg","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":"62 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91152372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
PG92 The use of virtual simulation during a pandemic PG92在大流行期间使用虚拟模拟
IF 1.1
BMJ Simulation & Technology Enhanced Learning Pub Date : 2020-11-01 DOI: 10.1136/BMJSTEL-2020-ASPIHCONF.140
L. Kelly, N. Powell, A. Cooper, H. Roge, A. Hodgson, I. Zafurallah
{"title":"PG92 The use of virtual simulation during a pandemic","authors":"L. Kelly, N. Powell, A. Cooper, H. Roge, A. Hodgson, I. Zafurallah","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.140","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.140","url":null,"abstract":"Introduction In-situ simulation training requires participants to be in close proximity and has been suspended due to COVID-19 transmission risk. KIDSNTS conducts regular multidisciplinary training courses, which includes in-situ simulation. Due to the current pandemic, the simulation faculty has adapted their training to include virtual simulation sessions. To study whether virtual simulation sessions is an effective modality for multi specialty health care workers (HCWs) training. Methods Thirty (30) candidates were selected to attend a virtual course which included three hours of simulation and debriefing. Candidates were pre assigned into 3 groups, based on their specialty and job role. Each group watched a 10 minutes pre-recorded simulation episode with two facilitators via Zoom. Using the advocacy inquiry (AI) model, each group spent 50 minutes debriefing. Candidates were asked to complete an anonymous questionnaire (utilising likert scale) following the simulation sessions. Results Twenty-seven (90%) of the selected candidates attended the course (table 1) of which 96% (figure 1) completed a questionnaire. 100% of the candidates achieved their learning objectives and would recommend the course. 72% and 96% respectively score the simulation session as excellent (figure 2 +3). Discussion and Conclusion Virtual simulation and debriefing appears to be a positive adjunct to multi-specialty HCWs training. This provides a quality learning experience facilitating multidisciplinary discussions and shared learning. Setting clear learning objectives and zoom rules enabled good engagement. There will be limitations where hands on practical skills are required. For non-technical skills virtual simulation has a definite role in training. Further research is indicated to inform the validity of virtual simulation in training.","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":"11 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88732583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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