ABSTRACT
AIM: Handovers have been established as a valuable educational tool; nevertheless, a paucity of literature exists evaluating contributors to the educational experience. Our study aimed to investigate participants' educational experiences based on a paediatric handover, and the facilitators and barriers towards teaching and learning during this process. METHODS: A case study was conducted using semi-structured interviews. Data were collected exploring participants' perspectives of their educational experiences within a handover. An inductive, thematic content analysis was performed to identify key themes, assisted by nVivo software. RESULTS: Four key themes contributing to the educational experience within a handover were identified related to the organisation of a handover, team dynamics, teaching and learning moments and tensions between the clinical tasks and education. A model is proposed aimed at optimising education within this context. CONCLUSIONS: Our study identified contributing factors towards the educational experiences at handovers and provides strategies to optimise these.
Subject(s)
Patient Handoff , Child , Humans , Learning , Qualitative ResearchABSTRACT
Simulation has been increasingly used in the delivery of undergraduate paediatric medical education in recent years, particularly in the context of managing acutely unwell children. We describe our methodology in delivering a simulation workshop within a resource-constrained setting, defined as a clinical environment limited by time, clinical duties and access to appropriate space and/or equipment. An outline for the workshop is provided, with examples of relevant resources, to facilitate the development of similar simulation teaching in other centres. Preliminary evaluation of student feedback is presented, exploring the learning points encountered and aspects of the workshop that students found useful.