PO 09-7 ID: IPSSW2016-1176 8th International Pediatric

Using Simulation in Preparation for Pediatric OSCE Exam
PO 09-7
ID: IPSSW2016-1176
Elbaba M, Harper R, Smith L
University of Cincinnati, USA
Methods
Abstracts
Background
Simulation-based education is a popular learning modality in
the field of medical education. Although it is commonly used in
pediatrics, simulation use in preparation for pediatric objective
structured clinical examination “OSCE” is minimal in the
research body. Membership of Royal College of Paediatrics
and Child Health “MRCPCH” clinical exam is an OSCE format
exam which was established in the UK and disseminated
worldwide.
Aim
The purpose of this study was to evaluate the role of hybrid
simulation (combined manikin and standardized patient) in the
preparation of pediatric trainees for short cases OSCE
examination.
Methods
Data from 28 trainees preparing for the clinical exam have
been analyzed. All the trainees attended the 3 day clinical
workshop for the MRCPCH exam preparation designed and
conducted by the researcher. Data extracted from 3 sources:
questionnaire (pre and post workshop); short interviews during
the workshop; and the researcher’s reflective journal. The
hybrid simulation was used for short cases training during the
workshop.
Results
Four major themes (and their subthemes) emerged from data
analysis. These themes were: (1) Hybrid simulation is useful in
short cases training, (2) Simulation is more effective compared
to live patients training, (3) Hybrid simulation helps trainees
pass the pediatric OSCE exam and (4) Trainees might be
unaware of the effectiveness of simulation learning.
Conclusions
Hybrid simulation is an effective modality of training for short
cases stations in pediatric postgraduate OSCE preparation.
This study results suggest that simulation training might help
MRCPCH clinical exam candidates pass their final exam.
Recommendations are made regarding future researchers
studying the use of different types of simulations for OSCE
exam preparation.
In this action research study, the researcher included 28 MRCPCH
clinical exam candidates enrolled in the workshops for training before
their exam (we called them in this study; “trainees” or “attendees”).
The trainees are assigned from five different clinical workshops that
were conducted for the last three years by the researcher. The
selection criteria were based on the accurate observation of trainees
during the workshop and the appropriate interviews held in the break
times as well as the questionnaire responses from the trainees.
Exclusion criteria included trainees who did not share their
questionnaires or who were not observed accurately during the
workshop for short cases training.
Study procedure and data collection
To assess the effectiveness and limitations of this hybrid simulation
training, data from different sources were collected and analyzed:
1. Questionnaire: Comparing the pre and post workshop experience
with simulation and the degree of learning skills in each station of
OSCE was done through online questionnaires (Google form.
2. Interview: The researcher held short interviews with the attendees
during the workshop days in the break times. The main goal for
those interviews was to evaluate the trainee’s experience and
feedback on simulation-based learning. This addresses the limitation
of using that simulation in the training of clinical short cases setting.
3. Field notes (Reflective Journal): In order to assess the smoothness
of the shift between the manikin and standardized patient, field notes
(reflective journal) were written immediately after each workshop’s
last day by the researcher. Those notes reflected the researcher
observation on trainees’ performance in short cases session.
Results
None of the 28 trainees had previous simulation training for short
cases OSCE exam and also all of them are not trained in the UK.
The majority (89.2%) did not try the MRCPCH exam before the
workshop, so they were preparing for the first exam trial. Only 18%
are working in non-teaching workplaces and 32% of the attendees
had a previous course or workshop while 68% of them did not
attend any previous formal training. The majority of those latest
attendees (79%) had no training at all after their written exam while
21% were practicing in a group study or just observed by seniors.
This figure shows an example of manual coding used to analysis
the qualitative data
The two figures below show the Likert scale used in the survey
before and after the workshop to assess the usefulness of hybrid
simulation in short cases station training for MRCPCH clinical Exam
Themes & sub-themes emerged from this mixed qualitative &
quantitative study are shown in the table below.
Objectives
The purpose of this action research mixed qualitative and
quantitative study was to explore the effectiveness and limitations
of using two combined types of simulation; the manikin and the
standardized patient (Hybrid simulation) in short cases clinical
training to prepare the candidates for the UK pediatric OSCE
examination which is abbreviated as (MRCPCH).
Specific research questions
1. In what ways is using simulation in the training of clinical
pediatrics effective?
2. What are the limitations of using hybrid simulation methods in
pediatric short-cases clinical training?
3. In what ways is hybrid simulation helpful in training candidates
for pediatric postgraduate clinical OSCE examinations such as
the MRCPCH final Exam?
This picture shows the hybrid simulation conducted by the author
during one MRCPCH clinical workshop. The trainee examine the
manikin and communicate with the standardized patient during the
short case session.
Conclusions
Data interpretation and analysis
Manual or hand-coding was used to analyze the qualitative data from
the questionnaire responses, interviews and reflective journal. Data
were categorized in a coding system by 2 separate researchers.
Themes emerged from this coding of the data. Four themes and two
subthemes emerged from this analysis. Student t-test was used to
analysis the quantitative data portion of this mixed study.
In this study, the trustworthiness is maximized through triangulation.
The data came from different sources to strengthen the credibility of
the study. Transferability and dependability were enhanced by the
second coder of the gathered data who independently analyzed and
interpret the data.
We conclude that a positive attitude towards simulation training for
pediatric clinical exam preparation is exist before and after the
simulation experience. Hybrid simulation is an effective training tool
for short cases sessions required in clinical examination, even if the
trainees are unaware about its effectiveness. Trainees thought this
kind of training might help them to pass the pediatric OSCE exam,
particularly the MRCPCH final examination.
References
1. Simulation and the Objective Structured Clinical Examination: A Method
to Evaluate Students. Clinical Simulation in Nursing, 6(3), e109.
2. The Use of Real Patients, Simulated Patients and Simulators in Clinical
Examinations 2004. Association for Medical Education in Europe (AMEE)
Guide, (13).
3. Does Simulation-based Medical Education with Deliberate Practice Yield
Better Results than Traditional Clinical Education? A Meta-Analytic
Comparative Review of the Evidence. Acad Med., 86(6): 706–711.
8th International Pediatric Simulation Symposium and Workshops 2016
9-11 May, Glasgow, UK