Abstract Title | Peer-assisted simulation teaching


  1. Lydia Hanna
  2. Terry Collingwood
  3. Emma Moran
  4. Paul Moran
  5. Simon Bailey




Maidstone and Tunbridge Wells NHS trust, Maidstone, Kent


The EWTD and ever-changing shift patterns have meant that foundation doctors (FD) are increasingly spending less time in the hospital with reduced opportunity to safely learn key practical skills. The busy working environment presents a challenge to seniors in finding time for teaching and supervision in performing procedures. 

Core trainees (CT) and the use of simulation techniques may provide a solution to these issues by reliably reproducing a clinical environment in which trainees can practice. 



Summary of Work


To set up a simulated practical skills weekend based on the Foundation Programme Curriculum objectives.


Provide theoretical and hands-on teaching on a total of 8 key skill procedures


Content and Delivery

Delivery was through simulation using models and equipment provided by our simulation centre.  A total of 8 procedures were taught (Table 1). Candidates  had to describe the indication for the procedure, relevant anatomy, complications during and after the procedure and post-procedure care. 


Table 1: Key skills taught
Central lines and CVP theory
Femoral, arterial lines and ABG
 Ascitic taps and drains
 Lumbar Puncture
Chest drains and pleural taps
 Fracture interpretation, management and cast application
 Joint aspiration
 Suturing and Laparoscopic boxes  


Appropriately trained anaesthetic, surgical and medical doctors provided didactic and practical teaching.


The weekend was offerend to all Foundation level doctors.


A Pre and Post-course questionaire was provided to assess learning.

Summary of Results
  • 20 participants (FY1 and FY2 doctors)
  • Comparison of pre and post-course questionnaires demonstrated: increased levels of confidence in performing all procedures with a reduction in the learners' perception of procedural complexity. Confidence in managing post-procedure complications was also improved


Figure 1:  Delegate assessment of Procedure Compexity pre and post-course


Figure 2: Delegate assesment of confidence in performing the procedures pre and post-course


Figure 3: Delegate assesment in confidence in dealing with post-procedure complications pre and post-course


Core trainees are well positioned within the training system to provide peer-assisted learning to Foundation trainees due to their accessibility and approachability. The use of simulation provides a safe and effective environment to learn and become confident with procedural skills and ancillary skills such as communication without compromising patient safety.

Take-home Messages

Simulation training delivered through peer-assisted learning by core trainees is a valuable teaching modality for foundation doctors and has far reaching effects for both the tutor and tutee.


Tunbridge wells Postgraduate centre

Summary of Work
Summary of Results
Take-home Messages
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