Medical student-led simulation in COVID-19 crisis

Justyna O Ekert, Aphra Luchesa Smith, Charlotte L Ramsey, Nathan Robinson, Jack Love, Philip Gothard, Alice Jane Armitage, Justyna O Ekert, Aphra Luchesa Smith, Charlotte L Ramsey, Nathan Robinson, Jack Love, Philip Gothard, Alice Jane Armitage

Abstract

Background: Simulation training is an effective tool for improving confidence in healthcare workers. During the recent COVID-19 pandemic, large numbers of staff required re-training to manage unfamiliar situations. We present a set of medical student-led clinical simulation sessions and evaluate their effects on (i) confidence among redeployed healthcare workers managing COVID-19 patients and (ii) medical students' confidence as educators.

Methods: Half-day simulation training sessions consisting of three COVID-related clinical scenarios were devised by senior medical students and delivered to a group of approximately 150 healthcare workers over six repeated sessions prior to redeployment to COVID-19 wards. We distributed an anonymous pre- and post-simulation questionnaire to 36 participants in the final group exploring their experiences. The confidence scores were analysed using the Wilcoxon signed-rank test. Following the delivery of teaching, medical students completed a questionnaire assessing their personal experiences of designing and delivering the exercises.

Results: Data are available for 35/36 participants approached. Respondents reported being significantly more confident after the training in all aspects of managing COVID-19 patients, including triage, complex discharge, recognising deterioration, initiating basic life support, managing symptoms and advising on visiting policies (p < 0.001); 97% of respondents rated the training as useful. Thematic analysis of medical students' responses demonstrated mutual benefit.

Discussion: This study demonstrates the strengths of simulation training in helping to build staff confidence in a rapidly evolving situation and highlights the value of medical students in supporting a hospital's response to an outbreak. We recommend further studies of student-led simulation exercises, including longer-term follow-up.

© 2020 The Authors. The Clinical Teacher published by Association for the Study of Medical Education and John Wiley & Sons Ltd.

Figures

Figure 1
Figure 1
Thematic analysis of medical student questionnaires (n = 16)

References

    1. Phin NF, Rylands AJ, Allan J, Edwards C, Enstone JE, Nguyen‐Van‐Tam JS. Personal protective equipment in an influenza pandemic: a UK simulation exercise. J Hosp Infect [Internet]. 2009;71(1):15–21. 10.1016/j.jhin.2008.09.005
    1. Alanazi AA, Nicholson N, Thomas S. The use of simulation training to improve knowledge, skills, and confidence among healthcare students: a systematic review. Internet J Allied Heal Sci Pract. 2017;15(3):2.
    1. Biddell EA, Vandersall BL, Bailes SA, Estephan SA, Ferrara LA, Nagy KM, et al. Use of simulation to gauge preparedness for ebola at a free‐standing children’s hospital. Simul Healthc. 2016;11(2):94–99.
    1. Cash T, Brand E, Wong E, Richardson J, Athorn S, Chowdhury F. Near‐peer medical student simulation training. Clin Teach. 2017;14(3):175–179.
    1. Ignacio J, Dolmans D, Scherpbier A, Rethans JJ, Chan S, Liaw SY. Stress and anxiety management strategies in health professions’ simulation training: a review of the literature. BMJ Simul Technol Enhanc Learn. 2016;2(2):42–46.
    1. House JB, Choe CH, Wourman HL, Berg KM, Fischer JP, Santen SA. Efficient and effective use of peer teaching for medical student simulation. West J Emerg Med. 2017;18(1):137–141.
    1. Viggers S, Østergaard D, Dieckmann P. How to include medical students in your healthcare simulation centre workforce. Adv Simul. 2020;5(1):1–6.
    1. Babla K, Lipton J, Williams S, Chopra P, Thenabadu S. Simprovisation: A model for student‐led simulation. Clin Teach. 2020;17(1):64–69.
    1. Abulebda K, Auerbach M, Limaiem F . Debriefing Techniques Utilized in Medical Simulation. In: StatPearls [Internet]. StatPearls Publishing; 2019.
    1. Guest G, MacQueen KM, Namey EE. Introduction to applied thematic analysis. Appl Themat Anal. 2012;3:20.
    1. Stewart J, O’Halloran C, Barton JR, Singleton SJ, Harrigan P, Spencer J. Clarifying the concepts of confidence and competence to produce appropriate self‐evaluation measurement scales. Med Educ. 2000;34(11):903–909.

Source: PubMed

Sponsors and Collaborators

Medical Conditions

Drug Interventions

3
Subscribe