LAUSR

Aim To design and deliver a simulation-based educational course to help the transition from core medical trainee to medical registrar. Methods It is recognised that simulation-based education can provide learners the chance to practice an activity in a safe environment without compromising patient safety.1 We set about designing a simulation-based ‘stepping up’ course to increase knowledge, skills and confidence in performing the medical registrar role. The course aimed to enhance leadership and management skills, effective communication and management of an emergency. We used a simulated ward round as a means of demonstrating the challenges of managing the team, multi-tasking, prioritising and delegating. We enrolled 6 CMTs for our pilot course. We provided a three hour, high fidelity teaching session, with in-depth de-briefs. The teaching gave candidates a chance to experience the registrar role, including managing medical problems, managing the team, educating juniors, communicating with the patient and colleagues and managing wider issues on the ward. Results We surveyed course candidates on their feelings towards performing the medical registrar role before and after taking part in the course. Following participation in the course, there was a subjective increase in knowledge, confidence and feeling of readiness towards performing the medical registrar role. Examples of feedback ‘Helped think about managing multiple patients/decisions’ ‘Experience in more practical situations’ ‘Feel more confident in decision making’ ‘Make it part of the medical training programme for CMT’ Conclusions By providing a simulation-based teaching session, we were able to increase skills and confidence in performing the medical registrar role and have attracted interest from our deanery in incorporating this teaching into the core medical training curriculum.Abstract P56 Figure 1 Reference Weller JM, Nestel D, Marshall SD, Brooks PM, Conn J. Simulation in clinical teaching and learning. Med J Aust2012;196(9):594.