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Abstract
Aims and Objectives JDs frequently report that they are unable to attend regular teaching due to departmental clinical pressures, representing lost opportunities for their training and development. There is need for development of training methods which minimise impact on clinical service delivery.
Therefore, our aim was to develop a simulation training model for Emergency Department (ED) JDs which would a) have minimal impact upon ED service provision and b) deliver tailored learning objectives according to the participants’ level of training.
Method and Design The “Simulation and Personalised Education in the Emergency Department” (SPEED) model was developed. On SPEED days, JDs and advanced clinical practitioners (ACPs) who were undertaking clinical duties in ED were invited on an individual basis to participate in a twenty-minute clinical simulation. Upon completion, the participant underwent a ten-minute debrief to reinforce predetermined learning objectives before returning to their clinical duties. Pre- and post-session questionnaires were conducted to assess acquisition of learning objectives. Departmental data on time to be seen by an ED clinician were collected retrospectively for SPEED days and comparable non-SPEED days.
Results and Conclusion A total of 7 SPEED days were conducted over 6 months between September 2022 and March 2023. 65 JDs and ACPs participated across the seven days. On asking about the usefulness of the SPEED session for day-to-day practice, 41 participants responded “strongly agree” and 18 participants responded “agree”. 6 of the 7 SPEED days demonstrated a positive mean difference in post-session questionnaire score when compared to pre-test questionnaire. There was no statistically significant difference in time to see clinician between SPEED days and comparable non-SPEED days.
The SPEED model demonstrates acquisition of learning objectives which are relevant to day-to-day practice. There is no evidence that delivery of this training method significantly affects waiting times. Adoption of this training strategy may improve training opportunities for other ED clinicians.
