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

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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.

Item Type:

Journal Article (Original Article)

Division/Institute:

04 Faculty of Medicine > Department of Intensive Care, Emergency Medicine and Anaesthesiology (DINA) > University Emergency Center

UniBE Contributor:

Exadaktylos, Aristomenis and Hautz, Wolf

Subjects:

600 Technology > 610 Medicine & health

ISSN:

1472-6920

Publisher:

BioMed Central

Language:

English

Submitter:

Romana Saredi

Date Deposited:

10 May 2017 16:08

Last Modified:

14 May 2017 02:16

Publisher DOI:

10.1186/s12909-016-0699-9

PubMed ID:

27421905

Uncontrolled Keywords:

Emergency medicine; High-fidelity simulation; Medical education; Self-assessment; Self-efficacy; Simulation-based education; Undergraduate education

BORIS DOI:

10.7892/boris.94946

URI:

https://boris.unibe.ch/id/eprint/94946

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