O60 Enhancing general medical higher specialty training – delivery of a dedicated inter-professional pilot simulation course focussing on non-technical competencies. (5th November 2017)

• Record Type: Journal Article
• Authors: Ravindran, S; Dimmock, V; Mitchell, S; Murch, N; Wood, E; Dasgupta, D
• Is Part Of: BMJ simulation & technology enhanced learning. Volume 3(2017)Supplement 2
• Page Start: A39
• Page End: A39
• Publication Date: 2017-11-05
• Subjects: Medicine -- Simulation methods -- Periodicals; Medical innovations -- Periodicals; 610.113
• DOI: 10.1136/bmjstel-2017-aspihconf.79
• Languages: English
• ISSNs: 2056-6697

Abstract

Abstract : Background: The Medical Registrar role increasingly involves delivery of complex clinical care through management of the multidisciplinary team1. The General Internal Medicine (GIM) curriculum reflects this, through non-technical competencies. Currently, there is no consensus on how to deliver training for this effectively, but growing evidence supports the use of simulation-based education (SBE)2. Educational Programme We developed an innovative, inter-professional pilot simulation course for GIM Higher Specialty trainees, delivered across three sites in our region. A collaborative approach was used to develop scenario content, mapped to their curriculum. This approach ensured quality control as well as sharing of faculty and expertise during course dates. Data was collected online through pre and post-course questionnaires. Course attendance certificates were issued after survey completion in order to maximise response uptake. Participants rated their confidence in 8 non-technical domains, informed by the GIM curriculum and faculty review, before and after the course. This was statistically analysed using paired T-test. Free-text responses were analysed thematically using an inductive coding technique. Results: Six course dates were carried out across three sites. There were 34 participants, with 29 completing feedback (85%). Analysis of confidence ratings showed improvement in scores after the course in all domains; all but one of these results were statistically significant (Table 1). Thematic analysis revealed a wide range of learning outcomes. Those that were centred around non-technical skills acquisition included development in leadership, flexibility in communication, macro and micro-situational awareness, team-working and specific strategies to manage challenging environments. Additionally, participants stated personal benefits including increased confidence and development of reflective practice, strengthened through peer-learning. Participants felt this course was specifically tailored to their needs. Reasons for this included levels of realism not seen on other courses, a shift in focus towards human factors training and non-technical content not formally taught elsewhere. Conclusions: GIM Higher Specialty trainees have a role that has become increasingly complex and demanding, with less time to learn1. SBE offers training in a realistic and safe environment, allowing participants to develop and enhance skills necessary for optimal patient care. The results of this pilot study suggest that a dedicated, curriculum-mapped, inter-professional simulation course can address the deficiencies in non-technical competency training for GIM trainees. This study provides a basis for the development of a GIM simulation programme across the deanery. Ultimately, this may be an important platform to aid trainees in dealing with the challenges of the Registrar role.