Evaluation of the effect of adding a high-fidelity simulation to an existing didactic lecture to teach pharmacy undergraduates the management of sepsis in secondary care

Abstract

Abstract Introduction Sepsis is potentially life-threatening, requiring rapid identification and treatment. ‘Sepsis Six’ (1) has become the recognised treatment pathway and has traditionally been taught to our undergraduate pharmacy students in didactic fashion. Interactive teaching methods, such as simulation, are the most effective forms of education to improve patient safety (2). Such approaches might be beneficial in the teaching of sepsis management. Aim To evaluate the effect of adding simulation-based teaching to an existing didactic lecture on the management of sepsis. Methods Year 4 students at the University of Bath (n=92) attended a sepsis lecture given by a teacher practitioner with experience in managing sepsis in March 2020. Students completed an online survey that used Likert scales to evaluate understanding of sepsis and confidence in managing it (see table). One week later, small groups of students completed a 30-minute simulation using a SimMan ALS ‘patient’ programmed to show physiological signs of sepsis. Simulations were facilitated by a teacher practitioner with experience of operating SimMan ALS. Each group had a brief outlining the required tasks: reviewing the patient; assessing sepsis risk; summarising a treatment plan and priority actions. After the simulation, students underwent de-brief and completed the same online survey a second time. Changes in students’ responses between surveys were analysed using Wilcoxon signed-rank tests in SPSS, therefore data from students who completed only one survey were not included. Results 26 students completed both surveys (response rate: 28%). Likert scores for questions 1, 2, 4 and 5 were significantly higher following the simulation, indicating improved confidence and knowledge (see table). Conclusion Adding a high-fidelity simulation to an existing didactic lecture increased student confidence in identifying and managing sepsis. Self-reported knowledge of sepsis red flags also increased (indicated by the responses to Statement 1). This study should encourage future sepsis teaching to include a blend of didactic and simulated learning. Limitations include the low response rate, evaluation at only one university and reliance on student self-assessment of knowledge. References (1) Daniels, R, Nutbeam, T. et al (2019) The Sepsis Manual 5th Edition. UK Sepsis Trust. www.sepsistrust.org (2) Yu A, Fontana G, Darzi A (2016). Evaluation of Education and Training Interventions for Patient Safety. A report by the Centre for Health Policy at Imperial College London, an academic partner to Health Education England and the Commission on Education and Training for Patient Safety. London.