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Their participation was ensured by virtue of their necessity to attend the course in order to satisfactorily pass the educational component of their postgraduate year. Intervention The intervention consisted of 21 IP courses and 53 UP courses, which were taught from August 2010 to May 2012. Faculty consisted of a rotating group of simulation fellows and senior clinical staff from multiple professions and disciplines, all of whom were trained to facilitate and debrief participants. All facilitators had, as a minimum, attended a dedicated two-day debriefing essentials course, which utilised the description-analysis-application approach using the ��debrief diamond�� tool.22 Facilitators all had, in addition to this level of training, a minimum amount Apoptosis inhibitor of experience with debriefing, which PF-573228 in vitro ranged from 4?months to 15?years. Each course consisted of a one-day, intermediate-fidelity simulation-based course composed of six scenarios. Learners took turns participating in five acute illness scenarios and one associated communication scenario. Each course comprised of 12 participants: UP cohorts consisted of either 12 doctors or 12 nurses/midwives; IP cohorts consisted of doctors, and nurses or midwives in approximately a 1:1 ratio. Each learner participated in at least one scenario, often in pairs, with each scenario lasting approximately 15?min, while the other learners observed the activity via a live audiovisual feed. In the IP experience, participating pairs were made up of a doctor and a nurse or midwife. All learners (participators and peer-observers) then reconvened after each scenario to participate in a facilitated debrief, focusing primarily on non-technical skills, lasting approximately 45?min. All debriefs were carried out by facilitators utilising the ��debrief diamond�� tool.22 Study design The design was quasi-experimental (non-randomised), with clinicians assigned to either IP or UP groups based on demand for and availability of courses. Owing to course allocation, two basic designed comparisons between IP and UP participation were possible for those attending: a pretest and post-test comparison for nurses and midwives and a post-test comparison for FY1/2 doctors. Comparison 1 (n=115 nurses and midwives) Comparison 1 was a quasi-experimental analysis of pretraining and post-training responses for nurses and midwives Thymidine kinase trained alone (UP; n=64) and interprofessionally with FY1/2 doctors (IP; n=66). Comparison 2 (n=156 doctors) Comparison 2 was a cross-sectional comparison of post-training responses between FY1/2 doctors trained either alone (UP; n=94) or interprofessionally with nurses/midwives (IP; n=62). Outcome measures Despite a survey of extant literature we were not able to find a validated feedback tool that is designed to gather ratings of self-perceived clinical competency, rather than designed for assessing learning and/or performance of candidates.
