A simulated night shift in the emergency room increases students' self-efficacy independent of role taking over during simulation.

Stroben, Fabian; Schröder, Therese; Dannenberg, Katja A; Thomas, Anke; Exadaktylos, Aristomenis; Hautz, Wolf (2016). A simulated night shift in the emergency room increases students' self-efficacy independent of role taking over during simulation. BMC medical education, 16(177), p. 177. BioMed Central 10.1186/s12909-016-0699-9

Preview

Text art_10.1186_s12909-016-0699-9-1.pdf - Published Version Available under License Creative Commons: Attribution (CC-BY). Download (669kB) | Preview

BACKGROUND

Junior doctors do not feel well prepared when they start into postgraduate training. High self-efficacy however is linked to better clinical performance and may thus improve patient care. What factors affect self-efficacy is currently unknown. We conducted a simulated night shift in an emergency room (ER) with final-year medical students to identify factors contributing to their self-efficacy and thus inform simulation training in the ER.

METHODS

We simulated a night in the ER using best educational practice including multi-source feedback, simulated patients and vicarious learning with 30 participants. Students underwent 7 prototypic cases in groups of 5 in different roles (leader, member and observer). Feeling of preparedness was measured at baseline and 5 days after the event. After every case students recorded their confidence dependent of their role during simulation and evaluated the case.

RESULTS

Thirty students participated, 18 (60 %) completed all surveys. At baseline students feel unconfident (Mean -0.34). Feeling of preparedness increases significantly at follow up (Mean 0.66, p = 0.001, d = 1.86). Confidence after simulation is independent of the role during simulation (F(2,52) = 0.123, p = 0.884). Observers in a simulation can estimate leader's confidence independent of their own (r = 0.188, p = 0.32) while team members cannot (r = 0.61, p < 0.001).

CONCLUSIONS

Simulation improves self-efficacy. The improvement of self-efficacy is independent of the role taken during simulation. As a consequence, groups can include observers as participants without impairing their increase in self-efficacy, providing a convenient way for educators to increase simulation efficiency. Different roles can furthermore be included into multi-source peer-feedback.

Interest & Impact

Downloads

297 since deposited on 10 May 2017
19 in the past 12 months

Citations

5 Citations in Web of Science ®
6 Citations in Scopus

Search

in Google Scholar™

Services

Actions (login required)

Edit item

Actions (login required)

Edit item