• Currently 0.00/5
  • 1
  • 1
  • 2
  • 2
  • 3
  • 3
  • 4
  • 4
  • 5
  • 5

Rating: 0.0/5 (0 votes cast)

Authors Institution
Olivia Corn
Natasha Aikman
University of Cambridge
Theme
Student as teacher
An evaluation of Paediatric and Neonatal Life-Support Training on Medical Students' Clinical Confidence and Interest in Paediatrics
Background

 

  • Few medical students are exposed to paediatrics before their rotations in fifth year, giving little opportunity to gain insight into the specialty or take part in experiential learning activities until this point. While on the wards, there are limited opportunities to be practically involved given the nature of the specialty (1). 
  • The student-led Cambridge University Paediatric Society organise an annual training event aiming to give students the chance to participate in paediatric life support scenarios and interact with paediatricians and trainees. The goal is to increase both understanding of the specialty and confidence in approaching situations which might occur on the wards (2).
  • Feedback from the previous year's event suggested that mixing year groups may not be optimal for participation and learning. 

 

Summary of Work

 

  • For this year's event, in response to feedback from 2012, students were grouped by year of study.
  • The format of the day consisted of 3 lectures, 4 paediatric and 4 neonatal life support scenarios and skills stations facilitated by paediatricians or trainees. Each student had the opportunity to lead a scenario. 
  • Feedback forms were adapted from the previous year evaluating the usefulness of the teaching and impact on confidence and interest in paediatrics, using 5-point Likert scales (1=strongly disagree; 5=strongly agree).
  • In total 21 students completed the questionnaires at the end of the day. Mann Whitney U tests were performed to test for significant differences.

Table 1 - Timetable for the event

 

Summary of Results
 
  • Overall, the event increased interest in paediatrics as a career (4.14).
  • Grouping by year of study was felt to be beneficial (4.52) by all students and all sessions were rated as highly useful.
  • Everyone agreed that leading a scenario was useful (4.52), and that they would feel more confident approaching a 'real life' situation as a result (4.35 neonates; 4.50 paediatrics). This is significantly higher than in 2012, when groups were randomly allocated (3.35; 3.87).

Figure 1 - Increase in confidence managing similar situations in the future

Conclusion

  • Student-led training days are a good opportunity for students of all levels to develop an interest in paediatrics.
  • Dividing into year groups helps to make the scenarios more useful for all students.
  • Running experiential sessions helps to increase confidence in how to approach real life situations.
Take-home Messages

  • Experiential learning in groups at the same level of knowledge helps to increase student confidence in managing clinical situations. 
References

(1) Training using medical simulation. Grant DJ, Marriage SC Arch Dis Child. 2012 Mar;97(3):255-9. Epub 2011 Sep 15 (2) Paediatric societies: increasing student engagement in paediatrics. Zhu H et al. Arch Dis Child. 2011 Dec;96(12):1206-7. Epub 2011 Oct 28.

 

We would like to thank the participating paediatricians and trainees for their time and enthusiasm on the day of the event.

Designed & Managed by Innovative Technology®
Background
Summary of Work

Summary of Results

Figure 2 - Student questionaire responses on Likert scale 2013.

Conclusion
Take-home Messages
References
Send ePoster Link