PP05 From campus to ward: human factors in simulation for final year medical students

Abstract

Aim To introduce ‘human factors’ principles to Final Year Medical Students through simulation workshops, and to encourage undergraduates to apply these principles in preparation for their upcoming clinical roles as foundation doctors. Objectives To select a sample of Final Year Medical Students and ascertain their pre-existing understanding of ‘human factors’ in relation to healthcare. To run simulation scenarios whereby students will act as clinicians in assessing, managing and escalating unwell patents. To debrief candidates and discuss the human factors encountered. Apply lessons learnt in simulation to patient safety. Students to create a checklist of preparations to minimise the effect of human factors in their upcoming clinical roles as Foundation Doctors. Summary of work undertaken Leeds University Final Year Medical Students attend an ‘acute patient’ simulation course in order to practice managing simulated unwell patients in a safe learning environment.Our study reviewed the success of the simulation course in preparing undergraduates for managing human factors in clinical practice. We collated information from a sample of Final Year Medical Students. We surveyed students pre-existing knowledge of ‘human factors’, we then ran simulated scenarios whereby learners were responsible for assessing and managing acutely unwell patients. Following the scenarios, students were encouraged to discuss their management decisions and explore the challenges encountered via peer-led discussion. Facilitators encouraged students to consider human factors in the simulation. Students reflected on their simulation experience, and collaborated to create a checklist of preparations to minimise the effect of human factors in their upcoming clinical roles as Junior Doctors. Impact on practice Most Doctors graduating from University are prepared with the clinical knowledge and skills required to look after unwell patients. 1 Few newly qualified physicians, however, have yet developed the skills to effectively interact with their workplace systems, and as such, Junior Doctors contribute to a large proportion of clinical errors. 2 Our study draws upon the WHO safety curriculum 3 which recommends that students should be able to define ‘human factors’, and appreciate their implications upon patient safety. Our study demonstrated that prior to the session, the overwhelming majority of students had a limited understanding of the term ‘human factors’ and the applicability to their upcoming roles. During the session, students generated a ‘checklist’ to prepare them for practice including: Avoiding reliance on memory by downloading medical apps and clinical guidelines, becoming familiarised with ward equipment prior to starting work (e.g. crash trolleys), seeking out visual aide-memoires such as algorithms, using checklists for prioritisation of complex information, and interviewing their predecessors for ‘tips and advice Feedback from students following the session was ubiquitously positive. Learners commented that they found it useful to practice a simulated scenario, and then apply their learning to their upcoming clinical roles. One limitation of our session is the uncertainty of the long term benefits of this intervention. Further analysis is warranted to assess how best to incorporate human factor teaching into the undergraduate curriculum and prepare our future clinicians. We plan to recontact students in 6 months time and survey their experience in their new clinical roles. References . Aron D, Headrick, L. Educating physicians prepared to improve care and safety is no accident: It requires a systematic approach. Qual Saf Health Care2002;11(4):168–173. . Edwards M, Kellt T, Gainsborough N, Halligan A. Evolving doctors from medical students. Journal of the Royal Society of Medicine2013;106(9):347–350. . World Health Organisation. Topic 2: What is human factors and why is it important to patient safety? 2011. World Health Organisation, Geneva.