The Use of Triggers During High Fidelity Patient Simulations (HFPS) in Medical Physiology to Develop Non‐cognitive Skills and Integrate Physiology

Abstract

Non‐cognitive skills (NCS) have been shown to play an integral part in academic performance and development of NCS could lead to better patient safety and facilitate learning of physiology. It is a challenge to address NCS in medical education due to large academic loads and lack of assessment tools. Therefore, finding innovative ways to incorporate NCS into curriculum design is vital. Our hypothesis was that inserting “triggers” that promote NCS development into HFPS would improve teamwork and communication skills and help integrate physiology. METHODS: 120 students participated in 3 HFPS and observed 1. 2 months after the course, semi‐structure qualitative interviews with 16 1st year med students were completed. Open ended questions focused on what students learned in the 4 HFPS in Med Physio. Transcripts were made and thematic analysis was performed independently by 2 investigators. RESULTS: 2 of the 3 themes identified in the interviews related to development of NCS such as teamwork and communication skills, assessing strengths/weaknesses and identifying knowledge limitations. The other theme was related to the role of student observers. Students also stated how HFPS integrated and synthesized physio for them.ConclusionsThese data suggest that HFPS with “triggers” can aid in development of teamwork and communication skills in 1st year medical students and promote integration of physiology. Enhancement of NCS could lead to better academic performance in physio as well as improve patient safety by teaching these skills earlier in the curriculum.