PG18 Collaborating with carers to create a simulation scenario for medical students

Abstract

Background Simulation-based learning provides the opportunity for collaboration with those who have lived experience of mental illness, either first hand or as carers. There is, however, little research into whether training that has been created in this way is acceptable to trainee healthcare professionals. Summary of Work A simulation scenario was created by a group consisting of carers, psychiatrists, simulation faculty, psychiatric nurses, a dementia peer support worker, an involvement lead, involvement volunteers, a clinical educationalist and actors. A cohort of 123 fourth year medical students took part in simulation learning sessions. The session followed a facilitation model developed in-house specifically for psychiatry. The model is built on a social constructivist approach with an emphasis on problem based learning and interpersonal reflection.12 Results 111 of 123 participants completed feedback forms at the end of their session (85% fully completed, 5% partially completed). All but one agreed, or strongly agreed, that the simulation was helpful and relevant to their learning needs. A thematic analysis of free text responses to the questions ‘What was most helpful about the session?’ and ‘What was least helpful about the session?’ was carried out. The following themes emerged as being the most and least useful aspects of the experience: Most helpful: the facilitation format; the realism of the scenario and actors; feedback from actors; taking part in the simulation or observing others take part in the simulation. Least helpful: Reflective discussions; the fact that not everyone was able to participate in the simulation; lack of objective feedback on performance; the fact the session was not geared towards passing their OSCE’s. Discussion This format of simulation based learning was acceptable to all medical students who fully completed feedback forms (85% of total participants). All would recommend it to a colleague and 99% of respondents agreed or strongly agreed that it was helpful and relevant to their learning needs. A key aim of the programme was to ensure that the voice of carers was represented with authenticity, something that may not happen if actor’s roles are written without their involvement. Students commented positively on the realism of the scenario and the skill of the actors. Some explicitly stated that the actor’s feedback, based on a framework created by carers, was especially helpful and impactful. Recommendations Further analysis of how collaboration with carers affected the programme is required to better understand how their contribution impacted on the course. References Steffe LP, Gale J. Constructivism in Education, Hillsdale, NJ: Lawrence Erlbaum, 1995. p.53 Ludvigsen, A; Adaptation of a Debriefing Model; https://www.researchgate.net/publication/339104472_Adaptation_of_a_Debriefing_Model_for_Simulation_Based_Learning_in_Undergraduate_Older_Adult_Psychiatry_Teaching;