Learning and Peer Feedback in Undergraduate Medical Student Simulation

Area of Science:

• Medical Education
• Healthcare Simulation
• Observer Training

Background:

• Simulation-based teaching is crucial for medical training, allowing practical application of clinical knowledge.
• Increasing medical student numbers necessitate effective observation strategies.
• Existing observer tools lack generalizability across diverse simulation types and skills.

Purpose of the Study:

• To evaluate the acceptability and perceived usefulness of a novel observer tool.
• To assess the tool's impact on learning and peer feedback in medical student simulations.
• To determine the tool's generalizability across different simulation scenarios.

Main Methods:

• A simulation series was conducted with 43 medical students.
• Observers utilized the CARSEAT (Communication, A-E assessment, Rapport, Situational awareness, Escalation, Application of clinical knowledge, Teamwork) observer tool.
• Pre- and post-intervention questionnaires assessed perceived usefulness, engagement, learning, and feedback, with quantitative and qualitative analysis.

Main Results:

• 94% of respondents found observing simulation more useful with the tool.
• The majority agreed the tool enhanced learning and peer feedback.
• Thematic analysis revealed positive impressions of observation, engagement, learning enhancement, and feedback provision.

Conclusions:

• The novel observer tool effectively improved engagement, learning, and peer feedback in medical simulations.
• Its structured domains facilitate ease of use and generalizability across various simulation types.
• The tool holds potential for integration into undergraduate curricula and broader institutional adoption.