Developing non-technical ward-round skills

Harvey, Rachel; Mellanby, Edward; Dearden, Effie; Medjoub, Karima; Edgar, Simon

doi:10.1111/tct.12344

Cited by 25 publications

(23 citation statements)

References 9 publications

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“…This work contributes to the growing body of literature supporting the use of simulation to replicate a ward round and the daily roles of a junior doctor . The SWAPS course allows students to practise skills that new doctors report feeling underprepared for prior to commencing work.…”

Section: Discussionmentioning

confidence: 99%

“…This work contributes to the growing body of literature supporting the use of simulation to replicate a ward round and the daily roles of a junior doctor. 5,6 The SWAPS course allows students to practise skills that new doctors report feeling underprepared for prior to commencing work. Previously it has been assumed that non-clinical competencies , such as dealing with paperwork and task prioritisation skills, were developed and acquired with workplace experience.…”

Section: Discussionmentioning

confidence: 99%

“…The students identifi ed many different learning outcomes. 5 1 0 Good chance to test a variety of skills under pressure, including some I ' ve never done before, e.g. referrals, handovers.…”

Section: Studentmentioning

confidence: 99%

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Using simulation to prepare for clinical practice

2017

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Summary Background A significant proportion of medical students feel underprepared for clinical practice, especially in skills such as decision making, prioritisation and prescribing. Changes to medical curricula, including assistantships and shadowing, provide supervised practise, but students remain unable to fully take responsibility for patient care. Simulation may assist in addressing this deficit. A simulation course entitled ‘Simulated ward round and professional skills’ (SWAPS) was developed to improve student preparation for clinical practice. Methods Preliminary work surveyed 22 foundation doctors to identify perceived areas of weakness and to guide the learning outcomes of the course. Following the design and development of the course, 133 final‐year medical students were observed completing a 60‐minute simulation scenario aimed at providing experiential learning in a ward environment, reflecting professional practice. Students received structured feedback and completed pre‐ and post‐course questionnaires to evaluate changes in confidence over the learning domains. Qualitative feedback was also collected. Results The p values were significant in all assessed domains, indicating a perceived improvement in confidence following the SWAPS course. Qualitative feedback highlighted the perceived utility of the course in exposing students to clinical ward‐based scenarios infrequently encountered in their medical curriculum. Students praised the personal feedback received and realism of the simulation. Discussion This paper contributes to the growing body of literature supporting the use of simulation to replicate a ward round and the daily roles of a junior doctor. The SWAPS course seems to empower students to take responsibility for clinical decision making and experience some of the realities of foundation training in a simulated setting.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Using simulation to prepare for clinical practice

2017

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“…In this context, realistic health care simulation has been an explored strategy in teaching laboratories and simulation centers to provide a reflective and transformative environment for developing core competencies for patient-centered care and to achieve the objectives and outcomes proposed in this process of learning and improvement (6)(7)(8)(9) .…”

Section: Introductionmentioning

confidence: 99%

Realistic health care simulation scenario: what is relevant for its design?

Kaneko

Lopes

2019

Rev. esc. enferm. USP

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We sought to describe the stages of scenario development with emphasis on the most relevant aspects according to the literature and guidelines of The International Nursing Association for Clinical Simulation and Learning and Best Evidence Medical Education, which are discussed and exemplified on the basis of our professional experience. The following stages were described and commented on for scenario design: planning, objectives, simulation structure and format, case description and perception of realism, pre-debriefing, debriefing, evaluation, materials and resources, and pilot test. A scenario design based on good practices involves important elements, and each stage is closely interrelated and interdependent in its creation process.

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“…Training in NTS for medical students has included multiple simulation‐based approaches . In general, these have been reported to result in positive outcomes, which suggests educational utility but with variable methodology, with some reports demonstrating improved NTS in response to an intervention and others showing improved insight into NTS through student feedback . Immersive simulation lends itself well to training in NTS as it can provide an encounter designed to highlight these skills, with subsequent facilitated discussions to allow learners to reflect and build meaning from their experience .…”

Section: Introductionmentioning

confidence: 99%

Exploring transformative learning when developing medical students' non‐technical skills

et al. 2020

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Context Non‐technical skills (NTS) training should be incorporated into medical students' education and simulation‐based approaches are often utilised to facilitate this. Such experiences have the potential to foster transformative learning by facilitating a reassessment of one's prior assumptions and a significant shift in one's outlook, referred to as the process of perspective transformation. The aim of this research was to explore how NTS training might facilitate transformative learning in final‐year medical students. Methods Following ethical approval, medical student volunteers from four medical schools (Aberdeen, Dundee, Edinburgh and Glasgow) participated in simulation sessions, were debriefed with an emphasis on NTS using a behavioural marker system and then took part in focus groups. Focus group discussions were semi‐structured and questions were based on the phases of perspective transformation identified by Jack Mezirow. Focus group discussions were audiorecorded, transcribed verbatim, anonymised and analysed using template analysis. Results A total of 33 medical students took part in five focus groups. There was evidence of the following stages of perspective transformation: Phase 2 (self‐examination with emotional disturbance, including fear, anxiety, guilt, shame and frustration); Phase 3 (critical assessment of assumptions, including the undervaluing of NTS, recognising that technical skills alone are insufficient, and recognising that it is possible to improve one’s NTS); Phase 5 (exploring options for new roles, relationships and actions), and Phase 6 (planning a course of action for future simulations, as a medical student and as a doctor). Conclusions This study deepens our understanding of how exposure to NTS training in simulation‐based education influences the learning of medical students and shows that such exposure can result in the cognitive phases of transformative learning. It provides us with valuable insights into medical students' perspectives on their learning of NTS at a pivotal stage in training and represents an interesting way of assessing the educational impact of such sessions.

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Developing non-technical ward-round skills

Cited by 25 publications

References 9 publications

Using simulation to prepare for clinical practice

Using simulation to prepare for clinical practice

Realistic health care simulation scenario: what is relevant for its design?

Exploring transformative learning when developing medical students' non‐technical skills

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