The use of peer-led simulation as a form of flipped teaching in undergraduate medical education
Creators: name: Manley, Liam
name: Bomphrey, Lucy
name: Kendall, Cameron
name: Sumaiyah Al-Aidarous
name: Fahmida Miah
name: Begg, Mirza
Publisher: name: F1000 Research Limited
Year: 2024

description: Our poster discusses a novel approach to simulation teaching in a larger-group setting as a means of ensuring interactivity. We divided third-year medical students into groups and asked them to design, run and debrief their own mini-simulation scenarios regarding diabetic emergencies for their peers, with the support of clinical teaching fellows.<br>
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<b>Background</b><br>
It is recognised that delivering engaging and effective teaching to larger groups of students is challenging. The flipped lecture style has been discussed as a solution to this in<br>
literature. To further improve engagement in a session, we devised a flipped lecture in which students designed and ran simulation scenarios for their peers.<br>
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<b>Summary of Work</b><br>
We designed and ran a 2-hour session on diabetic emergencies for two groups of 19 third-year medical students. Prior the session students were asked to undertake prereading.<br>
Students were divided into four groups and asked to design a simulation scenario for their peers focused on a patient presenting with an allocated diabetic emergency. Students<br>
worked in groups to devise a scenario, writing a history for the patient to present with and creating examination, observation, and investigation findings commensurate with the<br>
emergency allocated. Half an hour was allocated for writing the scenario, with clinical teaching fellows (CTFs) facilitating. Students were allocated 15 minutes per group to run<br>
their simulated scenario for one of the other groups, with those remaining observing. After each scenario, students were assisted in debriefing their colleagues by CTFs for an<br>
additional 15 minutes, with a focus on clinical understanding.<br>
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<b>Summary of Results</b><br>
Students were asked to complete feedback via a standardised local form; 8 of 38 students completed feedback. All respondents found the session to be enjoyable and stimulating.<br>
All noted in their free-text comments that the session was much preferred to lecture-style teaching due to its interactivity. Several respondents noted that this was due to the<br>
creative nature of the session requiring them to think more deeply about their understanding of diabetic emergencies to formulate a scenario.<br>
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<b>Discussion and Conclusion</b><br>
Peer-designed and facilitated simulations were an effective teaching tool in the flipped lecture setting. Encouraging students to design their own sessions in groups utilising self-<br>
selected resources fosters active social learning in a manner that traditional lectures often struggle to. The time constraints and need for relatively fast debriefing does however<br>
require experienced faculty to facilitate the session.<br>
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<b>Take Home Message</b><br>
Peer-designed and facilitated simulation sessions can be an effective tool for the consolidation of learning when led by experienced simulation educators