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Journal of Medical Education

Abstract

As the complexity of healthcare increases, the importance of inter-professional education has also become more pronounced. Simulation contest using high-fidelity mannequins has been successfully introduced to facilitate engagement for learners with both personal and team skills. Purpose: The study demonstrated the development of a theater type simulation contest that involves multiple disciplines. Narrative reflections on its effectiveness, feasibility and quality are also reported. Methods: The contest development process was recorded, which followed standard steps for test development. Cases and assessment tools were constructed based upon predetermined objectives and finally refined by piloting. The simulation focuses on critical emergent events in the maternal neonatal field, which requires personal performance and team skills. Participants were junior doctors and nurses. The post-contest narrative data were collected from the focus group of committee members and participants. Results: The simulation used two mannequins, pregnant mother with major trauma and her baby, which required critical care and multidisciplinary collaboration. Besides the simulation contest, there were pre-simulation drills, orientation and post-encounter feedback. Manpower includes a total of 35 candidates (five teams of 7) and 32 support staffs. The participants felt satisfactory and showed appreciation for the experience. Both the raters and the candidates perceived the inadequacy on skills involving team communication, debriefing and situation monitoring. Audiovisual aids and the familiarity of setting are important. Conclusion: Simulation contest is perceived effective in facilitating the learning on interprofessional and personal skills. Planning, piloting, refining, and evaluation are vital components for the successful implementation of a simulation contest.

First Page

153

Last Page

161

DOI

10.6145/jme201417

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