Simulated Placement and Rounds (SPaR): Improving Self-Reported Preparedness for Foundation Training through...

Introduction Research and anecdotal evidence show that undergraduate medical students often feel underprepared to start as foundation doctors, particularly in practical skills. To address this, a simulation project was designed to emulate a medical ward round, incorporating key skills used daily by foundation doctors, including documentation, prioritizing tasks, prescribing, clinical reviews, and communication. The aim was to provide students with a realistic, hands-on ward round experience in a controlled environment. Materials and methods A three-station simulation was delivered, comprising a consultant-led round, a student-led consultation, and managing an unstable patient. Final-year medical students (n = 18) completed the simulation during their medical rotations. Pre- and post-session questionnaires collected both quantitative data using a Likert scale and qualitative data through short-answer questions. Wilcoxon signed-rank tests and thematic analysis were applied to evaluate changes in self-reported confidence and preparedness. Results Following the simulation, students' reported confidence improved across all domains. Mean preparedness increased from 5.06 ± 1.54 to 8.28 ± 0.93, documentation confidence from 5.33 ± 1.37 to 8.28 ± 1.15, and confidence in managing an unstable patient from 3.39 ± 1.01 to 6.44 ± 1.26. These results show considerable improvement in learners' self-reported preparedness across all domains, with all improvements statistically significant by Wilcoxon signed-rank test (p < 0.001). Thematic analysis identified scenario realism, practical prescribing, and effective feedback as key strengths. Suggestions for improvement included additional scenarios, clearer pre-briefing, and further discharge summary practice. Conclusions This study shows that ward-round-based simulation can improve final-year medical students' confidence and self-reported preparedness for ward rounds. Embedding similar simulations within undergraduate curricula may better support transition to clinical roles, enhance practical skill development, and improve readiness for real-world ward rounds across training sites.