Keywords: simulation, general practice
Background:
Simulation means alterned reality which has to be realistic enought to allow participants to reach predifined goals. Simulations require lots of resources and it is important to think where it fits in the curriculum. When simulation is introduced, it is important to asses the process and gather feedback.
Simulation has been proven to be effective for teaching general practice. Simulations carried out with different specialities are proven to be effective to enhance respect and co-operation as well as learning.
Our aim was to develep a new patient simulation program together with internal medicine. Our goals were to include more care planning and increase communication between different medical diciplines.
Methods:
Our simulation program takes place in one week and some of the students participate during 5th year and some during 6th year. First this simulation was run by anesthesiologist, but from 2019 clinical lecturer from general practise has been responsible for that in co-operation with internal medicine lecturers.
Simulation cases were created based on a consensus formed from a meeting where general practioners and internal medicinist reviewed curriculum and identified things that would be best teached by simulation. Goals for session are to teach decision making in acute situations, best use of available resources and identification of possible risks and planning care after solving the acute problem.
Results:
Feedback was gathered from the students and teachers. Teachers thought that simulations facilitated learning. In their free comments students liked this teaching method and they thought that cases and limited resourses were realistic. Furthermore, they felt that they benefitted from feedback sessions after simulations in which both general practice and internal medicine lectures were present.
Conclusion(s):
Based on the feedback, our aims were met. Shifting focus from acute situations towards clinical desicion making and planning treatment for next days could be effective for whole learning process.
Points for discussion:
What aspects of general practice to teach with simulation?
Which different specialties to involve in simulation?
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