TY  - JOUR
PY  - 2015//
TI  - 'Disaster day': global health simulation teaching
JO  - Clinical teacher, The
A1  - Mohamed-Ahmed, Rayan
A1  - Daniels, Alex
A1  - Goodall, Jack
A1  - O'Kelly, Emily
A1  - Fisher, James
SP  - 18
EP  - 22
VL  - 13
IS  - 1
N2  - BACKGROUND: As society diversifies and globalisation quickens, the importance of teaching global health to medical undergraduates increases. For undergraduates, the majority of exposure to 'hands-on' teaching on global health occurs during optional elective periods. This article describes an innovative student-led initiative, 'Disaster Day', which used simulation to teach global health to undergraduates. <br><br>METHODS: The teaching day began with an introduction outlining the work of Médecins Sans Frontières and the basic principles of resuscitation. Students then undertook four interactive simulation scenarios: Infectious Diseases in a Refugee Camp, Natural Disaster and Crush Injury, Obstetric Emergency in a Low-Income Country, and Warzone Gunshot Wound. Sessions were facilitated by experienced doctors and fourth-year students who had been trained in the delivery of the scenarios. Students completed pre- and post-session evaluation forms that included the self-rating of confidence in eight learning domains (using a five-point Likert scale). <br><br>RESULTS: Twenty-seven students voluntarily attended the session, and all provided written feedback. Analysis of the pre- and post-session evaluations demonstrated statistically significant improvements in confidence across all but one domains (Wilcoxon signed rank test). Free-text feedback was overwhelmingly positive, with students appreciating the practical aspect of the scenarios. For undergraduates, the majority of exposure to 'hands-on' teaching on global health occurs during optional elective periods DISCUSSION: Simulation-based teaching can provide students with 'hands-on' exposure to global health in a controlled, reproducible fashion and appears to help develop their confidence in a variety of learning domains. The more widespread use of such teaching methods is encouraged: helping tomorrow's doctors develop insight into global health challenges may produce more rounded clinicians capable of caring for more culturally diverse populations.<p />  <p>Language: en</p>
LA  - en
SN  - 1743-4971
UR  - http://dx.doi.org/10.1111/tct.12349
ID  - ref1
ER  -