SIMULATION BASED LEARNING FOR EMERGENCY SITUATIONS

The Acute Care Course (ACC) team at Queen’s University Belfast (QUB) is a multi-professional group committed to enhancing the readiness of final-year medical students to manage acute and emergency situations. Established in 2020, the team has developed an innovative, simulation-based learning experience that bridges the gap between theoretical knowledge and real-world clinical practice.

Each year, the course delivers over 352 simulation and skills sessions to approximately 280 students, ensuring they are well-prepared for the high-stakes environment of junior doctor roles. The team’s pedagogical approach is rooted in the theory of expansive learning, prioritising psychological safety and collaborative learning. 

EXCELLENCE IN TEACHING AND LEARNING SUPPORT

The ACC is designed to address key challenges faced by new doctors, such as managing medical emergencies and working effectively in multidisciplinary teams. The curriculum is continuously refined through student feedback, engagement with recent graduates, and insights from national research. This dynamic approach ensures the course remains relevant and impactful.

The team embraces a holistic, collaborative teaching philosophy that places students at the centre of learning. Simulation-based education is used to create immersive scenarios where students develop practical skills in a controlled, supportive environment. The team’s use of cutting-edge technology, including advanced humanoid manikins and audiovisual feedback systems, enhances the authenticity of these learning experiences. 

EXCELLENCE IN COLLABORATION

TEAM-BASED APPROACH

The success of the ACC is built on the seamless collaboration of academics, clinicians, administrators, technicians, and simulated participants (SPs). Each team member plays a crucial role:

• Administrative staff manage scheduling, coordinate instructors and SPs, and ensure smooth course logistics
• Technicians maintain and operate simulation equipment, creating realistic emergency scenarios
• Academics and clinicians integrate real-world expertise with pedagogical best practices 

The team holds regular planning meetings and post-course reflections to assess performance and identify improvements. Daily ‘team huddles’ during the course facilitate real-time adjustments and problem-solving. The inclusive, supportive team culture encourages open communication and continuous professional development. 

“The team re-scheduled students with flexibility and unfailing good humour.” - Final Year Lead

INTERPROFESSIONAL EDUCATION (IPE) INITIATIVE

Recognising the importance of interdisciplinary collaboration in clinical settings, the team introduced an IPE component in 2022. Nursing students now participate in the ACC, providing opportunities for medical and nursing students to develop mutual understanding and teamwork skills. This initiative has been highly successful:

“This is invaluable in helping us see how we should work together as professionals.” - Nursing Student 

EXCELLENCE IN IMPACT

STUDENT OUTCOMES 

The ACC significantly enhances student confidence and preparedness for medical practice. In student evaluations: 

• 99.6% of students reported increased confidence in managing acute patient care
• The course received near-universal praise, with an overall rating consistently above 4.8/5
  Source: ACC Course -Student Feedback Survey

IMPACT ON STAFF AND INSTITUTIONAL REPUTATION

Positive student outcomes have motivated staff to continuously refine the course. The General Medical Council (GMC) has recognised the ACC as an example of best practice having observed the course in 2023 to inform national training standards.

INNOVATION AND SCHOLARSHIP

The ACC has fostered a culture of innovation and scholarship. A recent enhancement involved integrating virtual reality technology to simulate real-world patient seizures. This project, led by a medical student, resulted in international conference recognition and a peer-reviewed publication. The ACC’s commitment to research ensures that teaching methods remain evidence-based and forward-thinking.

FUTURE DIRECTIONS

Looking ahead, the ACC team aims to:

• Expand the Interprofessional Education initiative to include additional healthcare disciplines.
• Develop a digital learning platform to complement in-person simulation sessions.
• Explore artificial intelligence applications to enhance scenario realism and feedback mechanisms.

By continually evolving, the ACC will remain at the forefront of medical education, equipping future healthcare professionals with the skills and confidence they need to excel in clinical practice. 

• The Acute Care Course at Queen’s exemplifies excellence in teaching through its commitment to student-centered learning, collaborative teamwork, and continuous improvement 
• By leveraging cutting-edge simulation technology and fostering an inclusive, interprofessional learning environment, the ACC ensures that medical graduates are well-equipped to handle the complexities of acute patient care
• The team’s dedication to innovation and excellence has not only transformed student learning experiences but has also positioned Queen’s as a leader in medical education

The Acute Care Course was an absolute success from start to finish. Every station was valuable and enjoyable, and my confidence has certainly been boosted for starting F1 in August.

- Acute Care Course Student