Simprovisation: A model for student‐led simulation. (22nd April 2019)

• Record Type: Journal Article
• Authors: Babla, Kunal; Lipton, Joseph; Williams, Sophie; Chopra, Preeti; Thenabadu, Sam
• Is Part Of: Clinical teacher. Volume 17:Number 1(2020)
• Page Start: 64
• Page End: 69
• Publication Date: 2019-04-22
• Subjects: Medical education -- Periodicals; Medical education -- Great Britain -- Periodicals; 610.711
• DOI: 10.1111/tct.13021
• Languages: English
• ISSNs: 1743-4971

Abstract

Summary: Background: Simulation is well established in medical education, with scenarios designed by faculty members to elicit specific learning outcomes. We describe and evaluate a learner‐led style of simulation‐based education that puts learners in control of the day. Simprovisation harnesses the principles of socially constructed learning and andragogy, encouraging learners to address their own learning requirements. Participants are divided into two groups. They are asked to consider their learning needs and are provided with resources and faculty member support to write two simulation scenarios. Faculty members remain available to guide scenario writing and offer 'micro‐teaching' on required topics. The groups then swap and participate in the scenarios written for them by the opposite group. Each scenario is followed by a structured debriefing, providing opportunities for participants to share their learning from the scenarios. Simprovisation harnesses the principles of socially constructed learning and andragogy, encouraging learners to address their own learning requirements Methods: We delivered Simprovisation to 62 participants ranging from fourth‐year medical students to junior doctors. We conducted pre‐ and post‐course questionnaire surveys and invited participants to focus groups to discuss their experiences. Results: Our feedback questionnaire shows 100% of 58 respondents found Simprovisation useful, and 95% were able to meet at least two out of three self‐determined learning outcomes. Thematic analysis of focus group transcriptions showed that participants valued group‐based work and setting their own learning objectives. They found writing simulation scenarios to be challenging, but a valuable source of learning, and reported being more engaged compared with previous simulation study days. Conclusions: Simprovisation is an innovative style of simulation‐based education that allows learners to effectively define and address their own learning needs.