Mixing Pre-clinical and Clinical Medical Students in Full Patient Simulation: Impacts and Outcomes

This article was migrated. The article was marked as recommended. Introduction: Full patient simulation is an accepted learning modality in the final years of undergraduate medical education. Less explored is its applicability to the pre-clinical stages of the medical curriculum or as a medium for peer learning. To investigate these issues we conducted a simulation study involving mixed teams of pre-clinical and clinical medical students. Methods: A sample of 52 medical students (27 year four, 25 year two) participated in one of six full patient simulation sessions. A mixed study design involving an online questionnaire and focus groups was used to assess the students' perceptions regarding their recent simulation experience and the proposed addition of simulation into the preclinical stage of their medical curriculum. Results: Focus group thematic analysis identified three major themes: non-technical skills, learning opportunities during simulation and simulation in the medical curriculum. The opportunity to practise team working and communication between different year levels was identified as a particular advantage. Questionnaire responses demonstrated an overall positive perception of the mixed year simulation experience. Conclusion: This study demonstrates the unique peer learning opportunities created through combining pre-clinical and clinical undergraduates in full patient simulation. The positive impact of these sessions on students' perceived acquisition of non-technical skills, specifically those of communication and team-working with colleagues of different skill levels, supports the incorporation of inter-year simulation into the undergraduate medical curriculum.