PG63 Education wednesdays: a weekly in situ education programme in the emergency department. (10th November 2020)

• Record Type: Journal Article
• Authors: Jutla, Sandeep; Fudge, Jake; Davies, Ffion
• Is Part Of: BMJ simulation & technology enhanced learning. Volume 6(2020)Supplement 1
• Page Start: A65
• Page End: A65
• Publication Date: 2020-11-10
• Subjects: Medicine -- Simulation methods -- Periodicals; Medical innovations -- Periodicals; 610.113
• DOI: 10.1136/bmjstel-2020-aspihconf.111
• Languages: English
• ISSNs: 2056-6697

Abstract

Abstract : Background: Educators in the Emergency Department (ED) are especially challenged within a resource-constrained environment (time, space, staffing) to deliver high-quality education 1 . Our aim was to create a change in culture by implementing a weekly in situ teaching day for staff of all grades called 'Education Wednesdays'. To engage staff members we adopted the following strategies: easy-to-identify turquoise-coloured educator scrubs; advertisement via newsletters and posters; and educators being present at shift changeovers. Summary of Education Programme: We opted to run our programme on a Wednesday (08:00–16:00) as it was the most convenient time for all education staff to attend and was the least busy time of the week for our learners too. Our education team consists of: 1x Emergency Medicine Consultant, 2x Education Fellows (Adult & Paediatric SpRs), 1x Trauma Lead nurse, 1x Adult educator nurse, 1x Paediatric educator nurse, 1x Health Care Assistant (HCA) educator and 1x Multimedia & Simulation technician. An Education Wednesday consisted of hourly bookable/ad hoc simulated group training exercises (20–40 mins each); small-group practical skills sessions and bedside one-to-one teaching. Each activity served as an opportunity for all staff to achieve their respective training competencies. We would require written feedback from attendees after every session, for which they would receive a personalised certificate. Summary of Results: Over a cumulative period of seven months (starting in August 2019), we have trained approximately 700 members of staff on Education Wednesdays alone. We captured the following data from written feedback forms at the end of each session. Percentage of staff that voted 10/10 in the following categories: Relevancy to your role (77.7%); Quality of content (81.4%); Quality of teaching (83.2%); Overall satisfaction of session (80.7%). Percentage of staff that felt more confident on the topic (96%). Qualitative Data: realistic scenarios in a clinical area; increased confidence when working within a team; able to practice skills in a safe learning environment. Conclusions: Our education programme has served as an effective platform to help staff positively achieve their competencies whilst working in otherwise stressful conditions. The combined effect of our efforts (from uniforms to local advertisements) has resulted in Education Wednesdays becoming an expectation rather than an exception. Recommendations: We aim to share our experiences through social media, workshops and conferences. This comes in addition to publishing teaching packages that fellow educators can use to kick-start their own education programme 2 . References: Spencer J. ( 2003) Learning and teaching in the clinical environment. BMJ . 326(7389):591–594. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1125480/ Fehring, H., Rodrigues, S. ( 2016) Teaching, Coaching, Mentoring Adult Learners. Lessons for professionalism and partnership. London: Routledge.