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Simulation in undergraduate paediatrics: a cluster-randomised trial
Benita Morrissey1,2, Hannah Jacob3, Erika Harnik4
1Whittington Hospital NHS Trust, Magdala Avenue, London, UK. benita.morrissey@nhs.net.
Insights
A 1-day pediatric simulation course significantly boosted medical students' confidence in recognizing, assessing, and managing sick children. This innovative training is highly valued by students for its realistic, safe learning environment.
Area of Science:
- Medical Education
- Pediatric Training
- Simulation-Based Learning
Background:
- Medical students often lack confidence in managing unwell pediatric patients.
- There is a need for effective training methods to improve pediatric assessment skills.
- Simulation offers a safe environment for practicing clinical skills.
Purpose of the Study:
- To evaluate the impact of a 1-day pediatric simulation course on medical students' abilities.
- To assess students' confidence in recognizing, assessing, and managing sick children.
- To gather student feedback on the utility of simulation in pediatric education.
Main Methods:
- A cluster-randomized trial with a mixed-methods design was employed.
- Students were randomized into a simulation intervention group or a standard pediatric attachment control group.
- The primary outcome was self-reported student confidence and ability in pediatric patient management.
Main Results:
- The simulation group showed significantly higher self-assessed confidence compared to the control group (p < 0.001).
- Key themes included increased confidence in emergencies and appreciation for human factors.
- Students found the simulation valuable and recommended it for all undergraduates.
Conclusions:
- A 1-day pediatric simulation course effectively enhances medical students' confidence in managing unwell children.
- Simulation-based training is a valuable adjunct to undergraduate pediatric education.
- Further research should explore long-term impacts on clinical performance.
Background:
Medical students lack confidence in recognising, assessing and managing unwell patients, particularly children. Our aim was to evaluate the impact of a 1-day novel paediatric simulation course on medical students' ability to recognise and assess sick children, and to evaluate medical students' views on the use of simulation in child health teaching.
Methods:
We conducted a cluster-randomised trial with a mixed-methods design. Students were cluster randomised into the intervention (simulation) group or control group (standard paediatric attachment). Students in the intervention group attended a 1-day simulation course during the last week of their attachment. The primary outcome measure was students' self-reported ability and confidence in recognising, assessing and managing sick children.
Results:
There were 61 students in the study: 32 in the intervention group and 29 in the control group. Self-assessed confidence in recognising, assessing and managing a sick child was higher after the simulation course, compared with controls (p < 0.001). Six key themes were identified, including: increased confidence in emergency situations; the value of learning through participation in 'real-life' realistic scenarios in a safe environment; and an appreciation of the importance of human factors. Students found the simulation useful and wanted it offered to all undergraduates during child health attachments.
Discussion:
A 1-day simulation course improves medical students' confidence in assessing and managing unwell children, and is highly valued by students. It could be used to complement undergraduate teaching on the management of sick children. Further studies are needed to evaluate its impact on real-life clinical performance and confidence over time. Students lack confidence in managing unwell patients, particularly children.
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