Incorporating Regular Simulation into Paediatric Regional Teaching
Oral Presentation 5
Dr Peter McAlister, Dr Sarah Berry
Incorporating Regular Simulation into Paediatric Regional Teaching
Introduction
Simulation based learning post covid-19 occurs infrequently within paediatrics and is often restricted to courses. There are many barriers to attending simulation on a regular basis in both the tertiary centre and district general hospitals. Alongside the Neosim team in RJMH, the RBHSC SimEd team introduced monthly simulations through NIMDTA to encourage protected attendance at simulations.
Objectives
To improve attendance at regular simulation based learning and improve trainee experience using simulation, bridging the gap caused by barriers to simulation. To Develop interprofessional teamworking between neonatal and paediatric teams providing a collaborative approach to simulation. To allow well constructed debriefing sessions with consultant presence at each simulation session.
Methods
Baseline survey was conducted initially to assess issues with simulation attendance and suggestions for improvement. Work pressures and carrying the bleep were the main barriers to attendance at simulation. Bleep free, protected time, portfolio sign-offs and consultant presence were the main attractions to simulation based learning. Sessions were pre-booked online through regional teaching platform and were advertised by email and social media. Pilot simulation sessions for ST1-3 and ST4+ with consultant presence followed by monthly simulations. 8 participants working in pairs for each session with 4 simulations; 2 neonatal scenarios, 2 paediatric scenarios. Pre- and post-session feedback collected regarding the simulations giving qualitative feedback using likert scales. Protected time created by booking study leave for sessions in advance. Work based assessments can be filled in for participation.
Outcomes
Results not fully completed at present. Results collected using likert scales and qualitative analysis with comments. ST1-3 showing improved confidence from pre-course questionnaires in both paediatric and neonatal simulations.ST4+ sessions demonstrated similar results. Positive feedback received including mixture of paediatric and neonatal simulations, relaxed environment and consultant presence.
Conclusions
Regular, protected time for simulation based learning as part of regional teaching has been a success for trainee experience. Trainee confidence has improved in managing neonatal and paediatric emergencies. The interprofessional approach has helped to engage trainees in a variety of scenarios. Expert debriefing provided by consultants has improve the trainee experience and positively impacted on the trainee experience of simulation. The pattern set by regular simulation based learning is replicable and should continue long-term, engrained into the regional teaching programme.