879 EduK8; 8 -minute shop floor teaching sessions in the paediatric emergency department. (17th August 2022)

• Record Type: Journal Article
• Authors: Currie, Victoria; Edgworth, Kate
• Is Part Of: Archives of disease in childhood. Volume 107(2022)Supplement 2
• Page Start: A393
• Page End: A393
• Publication Date: 2022-08-17
• Subjects: Children -- Diseases -- Periodicals; Infants -- Diseases -- Periodicals; 618.920005
• DOI: 10.1136/archdischild-2022-rcpch.637
• Languages: English
• ISSNs: 0003-9888

Abstract

Abstract : Aims: Implementation of an 8-minute teaching programme within the busy paediatric emergency department, focusing on teaching medical and nursing staff how to use a piece of equipment or skill. Birmingham Children's Hospital has over 60, 000 ED attendances per year. 1 During times of high activity and or acuity it can be difficult to ensure that formalised 'shop floor' teaching is occurring within the department. Feedback from Junior Doctor's Forum highlighted a need for in situ shop floor teaching. During the pandemic face to face teaching was missed and as part of our COVID-19 recovery plan we recognised it was imperative to begin to re- introduce this to the department. Methods: Designed an 8-minute shop floor teaching programme- EduK8 ( figure 1 ). With a focus on a piece of equipment or skill. Topics included but not limited to: Using the defibrillator, setting up a Mapleson C circuit, NPA insertion, Taping ET- tubes, intra- osseous insertion, finger thoracostomy, how to apply a pelvic binder, nail trephine, oropharyngeal airway insertion and how to use a scoop. 8minutes allows sessions to happen even when the department is busy; the GMC report on training in Emergency Medicine highlighted the difficulty of balancing service pressures with training time. 2 Literature in medical education recognises the importance of small moments of teaching opportunities in gaining skills and insights 3 with multiple methods described to deliver teaching when time is limited. 4, 5 The sessions are run by senior registrar or consultant colleagues. Each session contains 4 participants- 2 medical and 2 nursing. The focus of the session is getting the participants to get hands on with the equipment/skill and were structured as follows: Intro (1min ) Indications/Contraindications/complications (1-2mins) EMPHASIS on doing the skill- (5- 6min ) Round up 30 s There is a 'theme of the week' with the same session being run multiple times. A QR code was scanned for the participants to give feedback immediately (5 questions- average time 1 minute to answer). Results: Feedback collected to the point of abstract submission: <1/3 rd of respondents felt very or extremely confident about the skill before the session. The rest ranged from somewhat confident to not at all confident. All respondents felt that their knowledge had improved after the session. All respondents felt that they could perform with the piece of equipment/skill if required on the next clinical shift. All respondents found the EduK8 sessions useful. Conclusion: The Eduk8 teaching sessions had an overwhelmingly positive response. Clinicians felt more confident to perform the skill, had improved knowledge of the skill/piece of equipment and found the sessions extremely useful for learning about these topics. References: https://www.england.nhs.uk/wp-content/uploads/2021/08/birmingham-womens-and-childrens-nhs-foundation-trust-ara-2019-20.pdf Medical education's front line: A review of training in seven emergency medicine departments (gmc-uk.org) https://www.fmlm.ac.uk/sites/default/files/Medical%20Education%27s%20Frontline%20-%20A%20review%20of%20training%20in%20seven%20emergency%20medicine%20departments.pdf Wimmers P, Schmidt H, Splinter T. Influence of clerkship experiences on clinical competence. Med Educ 2006;40:450-8. Irby D, Bowen J. Time-efficient strategies for learning and performance. Clin Teacher 2004;1(1):23-8. Irby DM, Wilkerson L. Teaching when time is limited. BMJ . 2008;336(7640):384-7. doi:10.1136/bmj.39456.727199.AD