bluuebunny/crossref_metadata_2025_split huggingface dataset:
79 Importance of Delivering a Face-to-Face Course During a Pandemic
Authors: Mahalingam Jeevahan , Tinga Penelope , Lotlikar Amol 
Published: January 2022

During the COVID-19 pandemic, most face-to-face courses were cancelled in line with government and trust guidelines reducing the risk of virus transmission and, if possible, delivered virtually. Given that this is not feasible for all courses, cancellation would have resulted in suspension of essential training for healthcare staff subsequently impacting on career progression.We aimed to deliver Internal Medical training skills and simulations course, face-to-face with measures taken to minimize virus transmission as well as maintain good-quality teaching.COVID-19 measures:
Fewer delegates per course to accommodate social distancing – infection control guidedTemperature check on registrationWearing appropriate Personal Protective Equipment (PPE) whilst inside the teaching centreEmail instructing to notify if exhibiting symptoms of COVID-19, and advise not to attendMaintain social distancing during courseIncrease ventilation of roomsCleaning of equipment after each use and encouraged regular use of hand sanitizerUse of register for track and trace purposesFeedback forms of courses that were run pre-pandemic (2019/20) and during pandemic (2020/21) were collated and compared.Four editions of the course were run over a period of 3 months and a total of 19 participants in 2019/2020. Four editions of the course were run over a period of 7 months with a total of 17 participants in 2020–2021. Feedback response was on a Likert scale ranging from ‘strongly agree’ to ‘strongly disagree’. For ease of comparison, Figure 1 shows ‘strongly agree’ and ‘agree’ responses only. The pre- and post-SARS-COVID-19 results from the feedback are similar across the board.The results from the feedback forms are very similar for both courses run pre- and post-SARS-COVID-19. Free-text feedback and feedback on the day from the delegates were positive. The results suggest that the changes made to the course during the pandemic to allow for social distancing and to ensure that the courses were run COVID secure have not affected the quality of the teaching and the learning opportunities for delegates. Furthermore, written feedback showed that most candidates appreciated the opportunity to practice new skills and gain confidence and work fatigue did not dampen their motivation to learn. This highlights the importance of continuing to run face-to-face courses during the pandemic.
165 Medical Students’ Lived Experiences of Online Forum Theatre as a Form of Learning in Consulting with Victims of Domestic Abuse
Authors: McGrath Daire , Gormley Gerard , Reid Helen , Murphy Paul 
Published: January 2022

Domestic abuse (DA) is a prevalent problem in today’s society; over 2.4 million adults in England and Wales experienced DA in 2019 A multi-disciplinary team developed an online FT exercise, which involved a simulated consultation between a GP and DA victim. Spectators are invited to take the place of an actor or guide the actor and decide what action to take, thus helping to change the outcome of the scene. A qualitative approach was conducted, involving hermeneutic phenomenology, to explore participants’ lived experience of the FT exercise. Following the online FT experience, medical students were interviewed, and interview transcripts were analysed using a template analysis approach.Five themes were developed through our analytical process: (1) ‘Almost being there…but not quite’: the realistic experience of FT; (2) ‘Taken on an emotional journey’; (3) ‘Opening and controlling a privileged space’; (4) ‘Small things matter…’: cultivating and maintaining rapport and (5) critically reflecting on future professional self.This study provides an in-depth view of a medical student’s experience of online FT. Online FT has the potential to provide a novel DA teaching method for medical students. By providing students with a unique opportunity to step into a GP’s shoes in a DA consultation, students can practice how they will handle a DA scenario, without any potential consequences, helping them to improve their consultation skills.
1 Prison Simulation: Creating Accessible Xr Content for Hybrid Tel Classrooms in He
Authors: Pywell Samantha 
Published: January 2022

An Inter-professional Education (IPE) simulated learning prison was created in Microsoft Teams (MS Teams) for health and social care HE students using a #ReStartSim template The aim was to deliver a simulated learning IPE event with additional features accessible across the XR spectrum (extended reality) for technology-enhanced learning (TEL) accessible to students and staff within and external to the university in preparation for the hybrid (and hyflex) HE classrooms of autumn 2021.This simulation was co-created with colleagues across organizations thanks to the #DigiLearnSector, and based upon developments from a simulated learning event run in 2020 This simulation used both shared and profession-specific learning outcomes, and ran in September 2021 with second-year students who were used to navigating MS Teams resources. Digital skills were recorded in LinkedIn.
82 Surgeons Don’t Just Operate: Improving Junior Surgical Practitioners’ Non-Technical Skills Outside of the Operating Theatre Using High-Fidelity Simulation
Authors: Ellerton Laura , Kelly Ryan , Keshtkar Fatemeh , Mercer Simon , Parr Tim 
Published: January 2022

The non-technical skills of surgeons play a significant role in patient confidence, experience and safety The aim of the study was to improve non-technical skills and confidence of junior surgical practitioners regarding DNACPR conversations and obtaining operative consent.We have developed a speciality-specific course to address the educational deficit surrounding non-technical skills outside of the operating theatre, focussing on DNACPR and consent, for junior surgical practitioners. It was piloted at Aintree University Hospital with their Orthopaedic Department. We combined lectures and workshops delivered by subject matter specialists with simulated scenarios. The simulated scenarios were debriefed by human factors specialists using the gold standard validated NOTSS tool The pilot course in June was a resounding success; candidate confidence scores increased significantly across both skills and knowledge surrounding capacity, consent and DNACPR. All attending candidates have recommended the course to their peers and suggested integration into the Foundation training curriculum. However, identifying and implementing courses appropriate for all foundation doctors with such a specialized course would be challenging. Most foundation doctors have at least one placement in a surgical specialty. Therefore, it is more realistic to adjust the course to become less specialized, encompassing all the surgical specialities, to target all foundation doctors initially instead of juniors in each speciality. Following the capture of foundation doctors, the second phase of implementation will return to speciality-specific courses to address the learning needs of non-medical practitioners, such as Physician Associates and Advanced Nurse Practitioners, working in surgical departments.
96 A Virtual Mock Trial for Inter-Professional Learning
Authors: Dickinson Karen J. , Ward Wendy L. , Minarcin Robert , Trudeau Christopher , Neill Kathryn 
Published: January 2022

As a healthcare professional, participating in a medical negligence trial is an intimidating and stressful prospect, exacerbated by the fact that many have never been in a courtroom. To meet this learning need, our institution runs a Mock Trial inter-professional learning event (IPE) designed to give law students and medical, nursing, pharmacy, public health and other healthcare professions students exposure to a medical negligence trial and the opportunity to learn about, from and with each other as they collaborate as a jury to reach a verdict. To continue to deliver high-quality inter-professional education during the COVID-19 pandemic, transition to the virtual platform was required. Important lessons learnt from this process can be applied to the effective planning of similar virtual events.The aim of the study was to effectively transition a large-scale in-person inter-professional Mock Trial simulation to the virtual platform to increase the accessibility of simulation education during social distancing and beyond.Subject matter experts from the local law school and a university-affiliated Office of Inter-Professional education (IPE) jointly developed content for the Mock Trial. Students enrolled in the virtual Mock Trial were given pre-course jury instructions, IPE objectives and technical connection information 2 weeks before the trial. Law students, the judge and simulated witnesses received script materials 1 month prior to preparing. Facilitators participated in a virtual ‘crash course’ training 1 week before and a 15-minute pre-huddle just prior. Jurors (the students) watched the trial via Zoom and then were put into inter-professional breakouts with a facilitator to deliberate. All returned to the main room and verdicts were delivered followed by a debriefing session. Facilitators also debriefed after the event conclusion. Pre- and post-assessments were completed by students.The in-person Mock Trial event was conducted in 2018 and 2019, but was cancelled in 2020 due to the pandemic. In the 2021 learning event, 11 individuals were in person in the courtroom with the remaining students (143) participating via zoom. These 11 individuals comprised: one judge, four law students (two defense, two prosecution), five witnesses and one administrator. Social distancing/masking rules were obeyed. One witness participated via Zoom. Student and facilitator evaluation data, including assessment of IPEC competencies, were comparable to previous in-person events. This effective translation of a large-scale simulation event to the virtual platform demonstrates the utility and increased access to learners of this modality and will form a useful part of our simulation education toolkit post-pandemic.
182 Surgical Simulator Design, What are Educators and Trainees Requirements?
Authors: Heskin Leonie , Simms Ciaran , Traynor Oscar , Galvin Rose 
Published: January 2022

Simulation is an important adjunct to aid in the acquisition of surgical skills of surgical trainees. The simulators used to enable trainees to learn technical skills, practice skills and to be assessed in competency exams, need to be of the highest standard and to be of consistent design. Input into the design and makeup of task trainers used to teach surgical skills come from a multitude of sources. Enquiry into the perspectives of simulation has been described in the past but there is little description, in the literature, of the expectations of the desired features of the simulator itself.This study investigates the perceived requirements of simulation and simulators used to acquire skills in the surgical field, particularly in limb exploratory procedures in trauma.This study concentrated on the implementation and desired features of simulators for the acquisition of surgical technical skills.Semi-structured interviews were conducted until data saturation was achieved. An international group of 11 surgical educators and 11 surgical trainees, who had experience with surgical simulation, were interviewed via one-to-one video calls. The interviews focussed on the perceptions of simulation, the integration of simulators within a curriculum and the features of a simulator itself. This study concentrated on synthetic and virtual reality simulators for open surgical skills, as these types of simulators are open to design and redesign or adaptation. Interviews were recorded, transcribed and underwent thematic analysis. Ethical approval was obtained for this study.Analysis of the perspectives of surgical educators and surgical trainees on simulated training in open surgery yielded three main themes: (1) attitudes to simulation, (2) implementing simulation, (3) features of an open skills simulator. The majority felt simulation was relevant, intuitive and a good way for procedure warmup and the supplementation of surgical logbooks. They felt that simulation could be improved with increased accessibility and a variety of simulator options tailored to the learner. Suggested simulator features included greater fidelity, haptic feedback and more complex inbuilt scenarios. On a practical level, there was a desire for cost-effectiveness, easy setup and storage. The responses of the educators and the trainees were similar and reflected similar concerns and suggestions for improvement.There is a clear positive appetite for the incorporation of simulation into general surgical and limb trauma training. The findings of this will inform the optimal requirements for high-quality implementation of simulation into a surgical trauma curriculum. The findings will inform the optimal features desired in a simulator or task trainer design. The aim is to inspire a more considered design approach to optimize surgical skills training and ultimately lead to increased patient safety.
119 From Ad hoc Teaching Sessions to Full-Day Themed Teaching Days: An Undergraduate Education Team’s Response to the COVID-19 Pandemic
Authors: Boal Hayley , Murphy Kelly , Owen Eleanor , Jones Emma , Williamson Samantha , Utting Jennifer , Sutton Heather , Prew Jessica , Gleeson Joseph 
Published: January 2022

The COVID-19 pandemic has had a significant impact on the education of medical students. Many final-year students felt overwhelmed by the pandemic and less confident in the clinical setting having missed a significant proportion of their fourth-year studies. In addition, with increased numbers of critically unwell patients, restructure of services and redeployment of staff, it was inevitable that teaching on clinical placement would be compromised.The aim of the study was to develop an innovative near-peer educational programme with integrated simulation to support the learning needs of students and alleviate pressure from clinical specialities.The team developed a programme whereby students attended a full day of protected small-group teaching each week, equating to a total of 72 taught hours per student over an 8-week placement. Each day centred around a common theme, for example, ‘the breathless patient’, working through patient-centred case discussion, diagnostic workshops and simulation (Integrated design of the themed teaching days delivered to final-year students.This innovative teaching programme was implemented over the 2020–2021 academic year and was well received by students as evidenced in the following feedback:
‘It was really helpful and interesting to have each teaching day themed on a presenting complaint’.‘Protected time so (we) do not miss out if clinicians are busy’‘The best teaching I have had during medical school (…) I loved how interactive, clinically focussed and relevant to F1/F2 each teaching day was’.‘Consistently received feedback which I have been able to act upon to improve my clinical practice’‘The improvement in my confidence, understanding & knowledge has been unbelievable’.‘Simulation session was really useful and enjoyable (…) watching and feeding back is a really helpful way to recognize different clinical presentations and critically analyse ABCDE assessment & communication skills’‘These teaching sessions are great and unlike anything normally provided on placement’.The teaching programme has proved to be of such success that the team continue to develop them to integrate further aspects of clinical practice and inter-professional simulation. Furthermore, the team hope to develop themed teaching days for other student year groups to complement their clinical placements.
110 Using Simulation to Assess Systems and Processes in a New Paediatric Unit
Authors: Tilly Hanna , Bisheswar Rhea , Rubens Matthew , Sohi Dalbir 
Published: January 2022

simulation is an emerging tool used to test systems, improve patient safety outcomes and prepare staff working in new clinical environments The aim of the study was to use simulated learning events (SLEs) to assess the effect of a new environment on performance, interpersonal skills and system-based practice. As part of the wider paediatric improvement plan, the simulation programme has been used to enhance teamwork and implement a change to maximize patient safety.Five multi-disciplinary SLEs based on paediatric and neonatal emergencies were held over a month following the opening of the new PAU. The simulations were low fidelity and Ten latent errors were identified pertaining to the availability of equipment and medications; all were rectified within 2 weeks. Operational errors were also identified, including unfamiliarity with the new PAU location within the wider emergency team, leading to delayed attendance to the simulation. The time taken to attend the PAU by the anaesthetic team decreased by 69% once the emergency bleep message was amended with location instructions. We observed that, with each SLE, there were successive improvements in teamwork and operational behaviours. The teams were able to familiarize themselves with each other and the new working environment, consequently leading to reduced times on acquiring equipment for the emergency. There were a total of 20 participants from paediatric, anaesthetic and nursing backgrounds. Feedback was received from 55% of participants, of which all agreed or strongly agreed that the SLEs and debriefs contributed to their learning and helped develop their team-working and leadership skills.SLE is an effective tool for systems testing in a new clinical environment and helps to identify potential critical and non-critical safety risks. We will continue to develop our simulation programme to assess a variety of clinical environments and share learning from the latent strengths and errors with the multi-disciplinary team, to improve clinical processes, team working and patient safety outcomes.
149 Updates to the Healthcare Simulation Design Standard of Best Practice
Authors: Alinier Guillaume , Watts Penni , Meakim Colleen , Nawathe Pooja , McDermott Donna , Charnetski Matthew , Ludlow Jocelyn , Horsley Elizabeth 
Published: January 2022

Offering high-quality and purposeful simulation-based educational (SBE) activities to learners requires careful planning The aim of this abstract was to present the changes made to the Simulation Design Standard in comparison to its previously published version From 2019 to 2021, a group of simulation educators and researchers representing multiple specialities, simulation societies and geographic areas (the authors of this abstract) met regularly via a videoconferencing platform to review and revise the Simulation Design Standard based on their review of the latest literature and their individual experiences. The team identified several aspects that would benefit from being updated to make this key standard more explicit and applicable to all types of simulation modalities. Drafts of the standard were reviewed on multiple occasions by peer reviewers and the society’s leadership until the latest version was approved for publication.An updated version of the Simulation Design HSSOBPTM will soon be published by INACSL in the journal Criteria of the 2016 and 2021 HSSOBPTM for simulation designIt is expected that the revised Simulation Design Standard of Best Practice will be welcomed by healthcare educators and simulation technology developers. It has been designed as a guide to help educators in all the key aspects of designing SBE activities, irrespective of the modality employed. It should ultimately benefit all learners but also promote the continuing professional development of the healthcare educator with an interest in SBE. It includes an updated list of useful references readers can consult to find additional information.
155 Piloting a Tabletop Simulation to Prepare Nurses for Ward Coordination
Authors: Warren Rosie , Tysoe Finn , Lacey Kate , Owen-Smith Sophy 
Published: January 2022

We know staff attrition is a core challenge for the NHS with many nurses leaving the profession in the first 2 years post-qualification The aim of the study was to improve retention and resilience of the nursing workforce by increasing confidence in their ability at clinical coordination.This table-top simulation pilot used a convenience sample of six staff nurses new to the role of clinical coordinator. We drew on clinical governance findings and input from experienced nurse-coordinators to simulate coordinating a shift on a surgical emergency unit. The shift was run in compressed time over 32 minutes followed by a 1.5 hour debrief. During the shift we used ‘injects’ intentionally designed to stimulate learning in:
Problem solvingDecision-makingClinical processesSupporting colleagues/workforce resilienceSituational awarenessThe pilot was evaluated through peer observation and focus group. Peer observation provided an objective analysis of session content. A neutral party facilitated the focus group, which gathered data on how the training session had been received by participants and evaluated whether learning outcomes were met by content.Participants were assigned to work in pairs. Briefing was provided for session content and timeline. We used a simulated handover of patients for verisimilitude. The 12-hour shift was compressed into 4-minute segments with a ‘countdown’ timer ticking off each segment as the simulated shift progressed. This added time pressure and demonstrated how decision-making skills can be influenced by external forces. The participants had access to the hospital intranet and documented their actions/decisions on a template. Facilitated discussion took place after the tabletop simulation followed by a lunch break and then the focus group.