Taking on the doctor role in whole-task simulation.

Prior research has shown that simulation-based learning improves clinical skills in medical students. It was already known that structured simulated consultations help develop decision-making abilities. No prior work had resolved how students perceive managing full consultations in simulation. This gap motivated the creation of untimed simulated sessions in primary care. That uncertainty drove the extension of the model to secondary care settings. Prior studies focused on specific tasks, not whole consultations. This gap motivated the inclusion of formative feedback from SPs and faculty. That uncertainty drove the exploration of student perceptions through questionnaires and focus groups.

The study aimed to evaluate student perceptions of whole-consultation simulations in medical education. It focused on whether these sessions improve clinical decision-making and communication skills. The specific problem was the lack of data on student experiences with full-simulation sessions. The motivation was to assess if such simulations prepare students for postgraduate practice. The goal was to identify learning outcomes and potential risks from these sessions. The study also aimed to understand how feedback mechanisms affect student confidence. It sought to determine if these simulations help students manage uncertainty effectively. The study also aimed to highlight the need for debriefing to prevent educational harm.

The study used untimed simulated primary care consultations introduced in 2004 in Otago. It extended the model to include secondary care for final-year students. Students managed entire consultations with simulated patients (SPs). SPs provided feedback on pre-determined outcomes. Faculty members assessed clinical decisions and record-keeping. Post-session questionnaires were used to gather student perceptions (n = 194). Focus groups (n = 36) explored student experiences in depth. The methods combined quantitative and qualitative data collection techniques.

Students reported that the sessions were useful, enjoyable, and relevant to early postgraduate practice. They identified learning in time management and communication. Prescribing and managing uncertainty were also highlighted as key skills. Students recognized gaps in their knowledge and decision-making abilities. Most reported positive impacts on their learning experience. A small minority felt the sessions harmed their confidence as junior doctors. SP feedback and faculty input were seen as valuable learning tools. The study suggests these simulations help students develop essential clinical skills.

The authors suggest that these simulations help students develop skills needed for junior doctor roles. They propose that managing whole consultations improves decision-making and communication. The authors state that students identified gaps in their knowledge through these sessions. They suggest that feedback from SPs and faculty enhances learning outcomes. The authors propose that formative feedback is crucial for skill development. They suggest that debriefing is necessary to prevent educational harm. The authors propose that these sessions are relevant to early postgraduate practice. They suggest that facilitators must be alert to potential negative impacts.