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O-179 Development Of Simulation Training For Level 1 Speciality Trainees In Paediatrics – A Gentle Introduction To The Real Deal
  1. N Oakley1,
  2. C Kallappa1,
  3. T Ninan2,
  4. M Plunkett1,
  5. J Stewart3,
  6. K Win Mar3
  1. 1Paediatrics, Good Hope Hospital, Birmingham, UK
  2. 2Paediatrics, Heartlands Hospital, Birmingham, UK
  3. 3Hollier Centre, Good Hope Hospital, Birmingham, UK

Abstract

Introduction Paediatric simulation is gaining stature in medical training. It addresses many clinical, managerial and communication problems, resulting in proven educational benefits and safety improvements. Courses must be pitched at an appropriate level with a mix of skills training, scenarios, communication and debriefing.

The aim is to provide new paediatric trainees practice in management of common paediatric problems with emphasis on team working, communication and scientific knowledge.

Methods 2 simulation-based study days for new Paediatrics ST1s were conducted, 6 months apart, involving skills practice in areas including airway management and introsseous access. Groups rotated around simulation scenarios including status asthmaticus, status epilepticus, DKA, safeguarding, sepsis, anaphylaxis and cardiac arrest, all mapped to the ST1 curriculum.

Debriefing took place after each scenario, involving both participants and observers, followed by a lecture and 3 take-home messages formulated by the group.

Pre-course and post-course questionnaires were completed.

Results 17 and 16 ST1s participated in course 1 and 2 respectively, both groups giving positive feedback overall. Pre-course objectives were achieved, however constructive feedback highlighted the need for more practice scenarios and more positive feedback especially regarding human factors.

The course was subsequently improved with introduction of more team-building exercises and emphasis on SBAR communication.

Conclusion Simulation training is effective but must be designed to suit learners’ needs. Course content may need to include skills stations, communication and team-building sessions, and curriculum-mapped scenarios. Our experience has shown that gentle introduction within a supportive environment is more beneficial for trainees than running simulation scenarios alone.

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