Introduction Simulation has been increasingly utilised in medical education since the publication of Safer Medical Practice.1 Some specialities have led the way in integrating simulation training into curricula to cover technical and higher-level non-technical skills training.
To date simulation in gastroenterology has largely restricted itself to the use of virtual reality endoscopy training. Even then, there is insufficient evidence to demonstrate how best to integrate this into the curriculum, so this remains untackled.2
In 2015 UCLPartners funded a Gastroenterology Simulation Fellow, based at The Homerton Hospital, to consider how best to use simulation to deliver multi-professional training across UCLP Trusts. Among the aims has been optimising trainee preparation for learning endoscopy; improving inter-professional training; addressing a need for higher-level skills training; creating sustainability in delivering training; and engaging trainees in reflective practice that is little utilised as a tool elsewhere in training.
Methods Over the course of a year we are delivering 15 one-day courses from 4 UCLParters trusts. They include courses in Screen-based Endoscopy Technical Skills, Human-Factors in Virtual Endoscopy and Situational Training in Gastroenterology. The courses are open to both gastroenterology and endoscopy nurses and gastroenterology and surgical registrars, matching different courses to different training grades. We are evaluating the courses by means of written feedback using both Likert Scales and freetext. We will analyse both quantitative and qualitative data to evaluate how well received the courses were; how well they addressed specific demands of the curriculum and revalidation requirements; and whether they successfully addressed elements of the curriculum not met elsewhere. We are also undertaking faculty feedback to ascertain explore the perception of increasing simulation training in gastroenterology and identify any barriers to the ongoing delivery of training.
Results Early results from the first courses seem to indicate that they were well received with high levels of enjoyment and engagement, and that there may be significant gaps in the training programme which may best be met by simulation. By early June we will have undertaken collation of all data from course feedback, and analysis as above.
Conclusion The results will inform the integration of simulation into the training program and local curriculum over the coming years and how to create sustainability to achieve this.
References 1 Donaldson, L. 2008 Annual Report of the Chief Medical Officer On the State of Public Health. London: Department of Health. 2009.
2 Harpham-Lockyer L, et al. Role of virtual reality simulation in endoscopy training. World J Gastrointest Endosc. 2015 Dec 10; 7(18):1287–1294.
Disclosure of Interest None Declared