%0 Journal Article
%T Simulation of realistic nephrology case scenarios to facilitate intra-professional team learning.
%A Watson K
%A Gosling N
%A Broom C
%A Snelgrove H
%A Popoola J
%J Br J Hosp Med (Lond)
%V 81
%N 7
%D Jul 2020 2
%M 32730156
%F 1.286
%R 10.12968/hmed.2020.0283
%X <B>BACKGROUND: </B>Learning in the workplace maximises relevance to clinical practice and facilitates the education of the whole multiprofessional team. Provision of structured teaching is becoming increasingly challenging with shift pattern working and staff shortages. This article describes a simulation course designed to facilitate team learning to improve the care of nephrology patients, and presents outcome data over 2 years.<BR><B>METHODS: </B>A full-day course, using high fidelity manikins, was designed for nephrology specialty trainees and nurse specialists. Nineteen learners (eleven specialty trainees and eight nurse specialists) and nine multidisciplinary team faculty members attended. Evaluation used pre- and post-course assessments, with a 1-year follow-up questionnaire.<BR><B>RESULTS: </B>Following the course, improved knowledge scores, 56% to 72% (P<0.05), and confidence scores, 57% to 71% (P<0.005), were demonstrated. Qualitative analysis found 'intra-disciplinary interaction', 'reflection' and 'practical skills' were the greatest enablers of learning. In the 1-year follow-up questionnaire, specialty trainees reported that the course improved clinical practice and helped preparation for consultant roles.<BR><B>CONCLUSIONS: </B>This course improved knowledge and confidence in managing nephrology scenarios across the multidisciplinary learning group, and the model could be used in other hospital specialties.