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![Page 1: By Dr. Ellie Nash Combined Paediatric Problem-based learning and Human Patient Simulation for Undergraduate Medical Students At Lancashire Simulation Centre.](https://reader034.fdocuments.us/reader034/viewer/2022051821/5697c0111a28abf838ccbe03/html5/thumbnails/1.jpg)
By Dr. Ellie Nash
Combined Paediatric Problem-based learning and Human Patient Simulation for
Undergraduate Medical StudentsAt Lancashire Simulation Centre and Royal
Preston Hospital
![Page 2: By Dr. Ellie Nash Combined Paediatric Problem-based learning and Human Patient Simulation for Undergraduate Medical Students At Lancashire Simulation Centre.](https://reader034.fdocuments.us/reader034/viewer/2022051821/5697c0111a28abf838ccbe03/html5/thumbnails/2.jpg)
Overview
• Background• Proposal• Method• Outcomes• Future work
![Page 3: By Dr. Ellie Nash Combined Paediatric Problem-based learning and Human Patient Simulation for Undergraduate Medical Students At Lancashire Simulation Centre.](https://reader034.fdocuments.us/reader034/viewer/2022051821/5697c0111a28abf838ccbe03/html5/thumbnails/3.jpg)
Background• PBL and Simulation are widely used in
Undergraduate Medical Education, – but as separate entities.
• Learning is enhanced when students are provided with the opportunity to apply their theoretical learning into a real life context1
• Merging these two teaching modalities together could positively enhance the students learning experience.
1. Liaw, S.Y., Chen, F.G., Klainin, P., Brammer, J., O’Brien, A., & Samarasekera, D.D. (2010). Developing clinical competency in crisis event management: An integrated simulated problem-based learning activity. Advances in Health Sciences Education, 15(3), 403-413.
![Page 4: By Dr. Ellie Nash Combined Paediatric Problem-based learning and Human Patient Simulation for Undergraduate Medical Students At Lancashire Simulation Centre.](https://reader034.fdocuments.us/reader034/viewer/2022051821/5697c0111a28abf838ccbe03/html5/thumbnails/4.jpg)
Study proposal
• A small-scale study was developed to qualitatively compare Fourth Year Medical Students learning experiences from pure PBL to PBL-simulation combined, for their Paediatric placements
• Ethical approval was sort and advised that it was not required
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Method
• Three of the six paediatric PBL scenarios were suitable to be adapted into simulation scenarios:– Neonatal shock; – Bronchiolitis;– Febrile convulsion
• As part of the closing of a PBL case each week, the students were given a simulation related to the PBL case.
• The students faced a high-fidelity simulated infant and a simulated parent (actor).
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Simulation learning objectives
• An appropriate ABCDE assessment and management of an unwell infant;
• Communicating with a parent during an emergency situation;
• Obtaining a relevant history from the parent under time constraints
• Appropriate handover of the patient to a senior colleague;
• Development of non-technical skills, including team-working, leadership and situational awareness.
![Page 7: By Dr. Ellie Nash Combined Paediatric Problem-based learning and Human Patient Simulation for Undergraduate Medical Students At Lancashire Simulation Centre.](https://reader034.fdocuments.us/reader034/viewer/2022051821/5697c0111a28abf838ccbe03/html5/thumbnails/7.jpg)
Obtaining feedback
• Turning-Point questionnaires pre and post every simulation session;
• Focus groups at the end of the rotation.
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Results
• The HPS-PBL sessions have been positively received from the students
• Turning-point feedback:– students’ developed non-technical skills;– more confident at talking to parents when a child
is unwell• Both would not have been possible with pure
PBL
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![Page 10: By Dr. Ellie Nash Combined Paediatric Problem-based learning and Human Patient Simulation for Undergraduate Medical Students At Lancashire Simulation Centre.](https://reader034.fdocuments.us/reader034/viewer/2022051821/5697c0111a28abf838ccbe03/html5/thumbnails/10.jpg)
![Page 11: By Dr. Ellie Nash Combined Paediatric Problem-based learning and Human Patient Simulation for Undergraduate Medical Students At Lancashire Simulation Centre.](https://reader034.fdocuments.us/reader034/viewer/2022051821/5697c0111a28abf838ccbe03/html5/thumbnails/11.jpg)
Focus group feedback
• HPS consolidated and reinforced students’ theoretical learning from PBL;
• Gaps in knowledge base become apparent during HPS that may not be revealed during PBL discussions;
• HPS motivated students to learn their PBL work;• Students’ confidence in their clinical placement
increased, especially with assessing children on the Paediatric Assessment Unit.
![Page 12: By Dr. Ellie Nash Combined Paediatric Problem-based learning and Human Patient Simulation for Undergraduate Medical Students At Lancashire Simulation Centre.](https://reader034.fdocuments.us/reader034/viewer/2022051821/5697c0111a28abf838ccbe03/html5/thumbnails/12.jpg)
Outcomes
• The combining of these teaching modalities has improved the medical education the students receive.
• This consequently will improve their abilities as future clinicians and positively impact future patient care.
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Future work
• The combined PBL-HPS sessions are now a permanent and popular feature of the Paediatric PBL at Royal Preston Hospital.
• The aim is to extend the combined sessions to the other placements for the Third and Fourth Year Medical Students.
• However, it is time, tutor and resource intensive in comparison to normal PBL sessions, which is a limiting factor in expanding these sessions.
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Thank you