PP24 Use of remote simulation to develop undergraduate physiotherapy students’ skills in assessing the acutely ill patient

Background Traditionally, final year undergraduate physiotherapy students participate in face-to-face simulation training. Building on clinical placement experience, this training aims to improve confidence when assessing and managing an acutely ill patient utilising the A-E assessment toolkit. However, some students were unable to complete their final placements, so may have had limited experience in the acute care setting. We were unable to deliver face-to-face simulation training due to the COVID-19 pandemic. Therefore, we adapted the training to be delivered remotely. Summary of Work We delivered remote simulation with 17 physiotherapy students. Groups of six students attended a 2 hour session where they completed simulations via MS-Teams. The students undertook two scenarios that required them to assess an acutely ill patient using the A-E toolkit, manage the situation to their ability and escalate to a MDT colleague. Live video streaming allowed students to view the simulation suite, manikin and vital signs monitoring. Faculty took the role of avatar to carry out assessment skills and treatment tasks as directed by the students. Following the simulation, the faculty led a debrief via MS-Teams. Clinical reasoning was explored and lessons learned for future practice were highlighted. Factors such as communication, teamwork and human factors were also discussed. Data was collected pre and post simulation. Students were asked to rate their self-reported confidence using a 5-point Likert Scale in relation to 11 statements. Students were also given the opportunity to give free text responses. Summary of Results Comparison of pre and post simulation data showed significant improvement in all areas of students’ self-reported confidence. This positive impact was most notable in relation to the students’ knowledge of their role in assessing the patient (+1.6 points), making management recommendations (+1.8 points) and initiating the management of an acutely ill patient (+1.8 points). Students’ free text responses identified themes of confidence with the application of the A-E toolkit, communication within the MDT and confidence in own decision making. Discussion and Conclusions The remote delivery of simulation when unable to deliver face-to-face simulation showed an increase in students’ self-reported confidence. Further follow up data is required to explore the potential for confidence decay. Recommendations Further work is needed to investigate if remote and face-to-face simulation gives comparable outcomes when both modes of simulation delivery are possible and students have had uninterrupted clinical education.