P33 A virtual reality simulation programme: does it improve confidence and the understanding of non-technical skills and increase preparedness for clinical placements in medical students?

Abstract

Background High fidelity simulation is used to teach non-technical skills (NTS) and improve confidence within a clinical setting.1 However, there are significant cost implications. We have developed a simulation based teaching programme comprising of one practical simulation session alongside innovative virtual reality (VR) simulation lectures for 3rd year medical students, to expose students to more simulation based teaching. We created twelve 360° films of clinical scenarios to demonstrate learning objectives generated by our students regarding preparation for clinical placement. We aim to explore whether this simulation programme will improve medical students’ preparedness for placement, understanding and confidence regarding NTS, focusing on the domains of task management and prioritisation, situational awareness, team working and clinical decision making. Summary of work Following the completion of the simulation programme, the whole cohort were sent an online questionnaire designed to inquire about their preparedness for placement and NTS. Students were asked about both their understanding of all four NTS, with reference to relevance for their stage of training i.e. students were asked about their confidence in relation to management of tasks and team working, but not about clinical decision making. Summary of results 102 students from a cohort of 281 responded. 89% of these students had attended all four VR simulation lectures. 82% had attended their practical simulation session. 23% of students attended the VR simulation lectures only. Analysis of subgroups showed comparable results to those who had attended the full programme. See figure 1 for an overview of responses to each NTS. Overall 71% of students felt that the simulation programme better prepared them for being on clinical placement, regardless of whether they attended all elements of it. Discussion and conclusions This study shows our VR simulation programme improved students’ perceived understanding of NTS and confidence when intending to apply them in a clinical environment. Overall, they felt considerably more prepared for clinical placement as a result of this innovative programme. Recommendations We strongly advocate the role of VR simulation lectures alongside the more traditional simulation sessions as a way to effectively teach NTS and to prepare younger students for clinical placement. We plan to carry out a focus group to assess whether this teaching programme has given students a sense of legitimacy within their ‘community of practice’.2 Following on from the subgroup analysis, further research is needed to assess whether VR simulation sessions alone are sufficient to teach NTS. References Lewis R, Strachan A, Smith MM. Is high fidelity simulation the most effective method for the development of non-technical skills in nursing? A review of the current evidence. Open Nurs J2012;27;6:82–9. Lave J, Wenger E. Situated learning: Legitimate peripheral participation 1991. Cambridge & New York: Cambridge University Press: 138 (Learning in doing).