G192 Simprovisation: a model for student-led simulation. (25th October 2020)

• Record Type: Journal Article
• Authors: Babla, K; Lipton, J; Chadha, S; Uprety, B; Bowden, G; Williams, S; Chopra, P; Thenabadu, S
• Is Part Of: Archives of disease in childhood. Volume 105(2020)Supplement 1
• Page Start: A68
• Page End: A69
• Publication Date: 2020-10-25
• Subjects: Children -- Diseases -- Periodicals; Infants -- Diseases -- Periodicals; 618.920005
• DOI: 10.1136/archdischild-2020-rcpch.162
• Languages: English
• ISSNs: 0003-9888

Abstract

Abstract : Introduction: Simulation is well established in medical education, with scenarios designed by faculty 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 provided with resources and faculty support to write two simulation scenarios. Faculty remain available to guide scenario writing and offer 'micro-teaches' 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 debrief, providing opportunities for participants to share their learning from scenarios. Methods: We delivered Simprovisation to 62 participants ranging from 4th 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 2 out of 3 self-determined learning outcomes. Two focus groups conducted by KB were held in June 2018. Students were invited to focus groups at the study day, and later emailed reminder invitations. Semi-structured questions were used to explore the value and challenges of writing simulation scenarios, the simulation itself, and students' experience of the debrief, having written simulation scenarios. Thematic analysis transcriptions showed 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 to previous simulation study days. Discussion: Simprovisation is an innovative style of simulation-based education that allows learners to effectively define and address their own learning needs. Placing the learner in control of the content of the study day is the principal difference between Simprovisation and standard models of simulation. We found that medical students were able to highlight and address learning needs that may not have been fully covered through our existing portfolio of simulation scenarios. We found learners used the opportunity to build on knowledge and share it with peers.