Practical tips for introducing high-fidelity simulation to undergraduates at a large scale: learning from our experience

Walsh, S.; Costello, Maria; Murphy, Ella; Lowery, Aoife; McDermott, Bronwyn Reid; Byrne, Dara

doi:10.1136/bmjstel-2021-000888

Cited by 2 publications

(3 citation statements)

References 5 publications

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“…We designed TeamSIM to allow medical students to develop, experience and reflect on concepts and strategies for the majority of these teamwork competencies. TeamSIM aims at providing medical students with the possibility to learn principles of working together efficiently, effectively and safely in any interprofessional healthcare teams in a variety of clinical situations, both emergency and routine ( Kolb, 1984 ; Salas et al, 2013 ; Walsh et al, 2021 ).…”

Section: Simulation-based Teamwork Training: Teamsimmentioning

confidence: 99%

“…However, despite teamwork being part of the learning objectives, it is frequently taught in the context of managing medical emergencies in teams ( Weller, 2004 ; Jowsey et al, 2020 ; Rouse et al, 2022 ; Soellner et al, 2022 ) or in an individual setting (e.g., a single learner performing a tasks with multiple simulated team members and being debriefed individually, Schober et al, 2019 ). The importance of teamwork skills in healthcare expands beyond emergencies and comes into play in a variety of tasks and team settings such as medical board meetings, handovers or preparing a child for general anesthesia ( Foster and Manser, 2012 ; Schmutz and Manser, 2013 ; DiazGranados et al, 2014 ; Taplin et al, 2015 ; Kolbe and Boos, 2019 ; Schmutz et al, 2019 ; Mendoza et al, 2021 ; Walsh et al, 2021 ; Zajac et al, 2021 ; Greilich et al, 2023 ). Students should be given the chance to “walk the talk” of teamwork by training and reflecting in teams ( Arabi and Kennedy, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

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“Asking for help is a strength”—how to promote undergraduate medical students’ teamwork through simulation training and interprofessional faculty

Kolbe,

Goldhahn,

Useini

et al. 2023

Front. Psychol.

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The ability to team up and safely work in any kind of healthcare team is a critical asset and should be taught early on in medical education. Medical students should be given the chance to “walk the talk” of teamwork by training and reflecting in teams. Our goal was to design, implement and evaluate the feasibility of a simulation-based teamwork training (TeamSIM) for undergraduate medical students that puts generic teamwork skills centerstage. We designed TeamSIM to include 12 learning objectives. For this pre-post, mixed-methods feasibility study, third-year medical students, organized in teams of 11–12 students, participated and observed each other in eight simulations of different clinical situation with varying degrees of complexity (e.g., deteriorating patient in ward; trauma; resuscitation). Guided by an interprofessional clinical faculty with simulation-based instructor training, student teams reflected on their shared experience in structured team debriefings. Using published instruments, we measured (a) students’ reactions to TeamSIM and their perceptions of psychological safety via self-report, (b) their ongoing reflections via experience sampling, and (c) their teamwork skills via behavior observation. Ninety four students participated. They reported positive reactions to TeamSIM (M = 5.23, SD = 0.5). Their mean initial reported level of psychological safety was M = 3.8 (SD = 0.4) which rose to M = 4.3 (SD = 0.5) toward the end of the course [T(21) = −2.8, 95% CI −0.78 to-0.12, p = 0.011 (two-tailed)]. We obtained n = 314 headline reflections from the students and n = 95 from the faculty. For the students, the most frequent theme assigned to their headlines involved the concepts taught in the course such as “10 s for 10 min.” For the faculty, the most frequent theme assigned to their headlines were reflections on how their simulation session worked for the students. The faculty rated students’ teamwork skills higher after the last compared to the first debriefing. Undergraduate medical students can learn crucial teamwork skills in simulations supported by an experienced faculty and with a high degree of psychological safety. Both students and faculty appreciate the learning possibilities of simulation. At the same time, this learning can be challenging, intense and overwhelming. It takes a team to teach teamwork.

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Section: Simulation-based Teamwork Training: Teamsimmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“Asking for help is a strength”—how to promote undergraduate medical students’ teamwork through simulation training and interprofessional faculty

Kolbe,

Goldhahn,

Useini

et al. 2023

Front. Psychol.

View full text Add to dashboard Cite

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“…Clinical skills that would be of immediate use for students in the clinical environment were selected. High‐fidelity simulation scenarios that were previously designed to prepare students for clinical practice 11 were adapted to incorporate important non‐technical skills, transitions of care scenarios and prescribing into the simulation scenarios. This included interaction with families, escalation of care, discharge planning and patient safety elements around new medications to reflect real‐world clinical practice. Each student was assigned a mentor, who played a pivotal role in supporting students.…”

Section: Approachmentioning

confidence: 99%

Experience‐based learning: how a crisis solution informed fundamental change in a clinical education curriculum

Costello

Cantillon

Geoghegan

et al. 2021

The Clinical Teacher

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Background Clinical education represents the most important formative period in undergraduate medical education. It is often criticised as haphazard and inefficient. Experience‐based learning (ExBL) is a novel clinical education design that utilises practices of support, learner participation and real patient learning to enhance students' development of vital professional capabilities. We introduced ExBL to address the challenges of a 50% reduction in clinical placement time that arose during the COVID‐19 pandemic. Approach Final year medical students were assimilated into clinical teams as co‐workers to facilitate learning through participation rather than observation. Placement education was supported by an integrated case‐based learning and high‐fidelity simulation program. Real patient learning in workplace contexts was supported by a network of clinician mentors. Evaluation A qualitative evaluation revealed that granting students co‐worker status strongly supported participatory learning and professional identity formation. Furthermore, the triangulation of placements with cognitive coaching and high‐fidelity simulation greatly enhanced skills development and students' sense of readiness for practice. Implications Utilisation of ExBL significantly enhanced the quality of informal learning on clinical placements despite the reduced clinical placement time. In addition, the integration of cognitive coaching with simulation opportunities meant students were better prepared for meaningful participation as members of clinical teams. The introduction of ExBL increased the workload of clinical teachers. Moreover, favouring learning through participatory experience reduced exposure to more traditional formal bedside teaching encounters. Despite these challenges, we have adopted an ExBL model created in a crisis as our core educational design for our final year clinical programme.

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Practical tips for introducing high-fidelity simulation to undergraduates at a large scale: learning from our experience

Cited by 2 publications

References 5 publications

“Asking for help is a strength”—how to promote undergraduate medical students’ teamwork through simulation training and interprofessional faculty

“Asking for help is a strength”—how to promote undergraduate medical students’ teamwork through simulation training and interprofessional faculty

Experience‐based learning: how a crisis solution informed fundamental change in a clinical education curriculum

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