EVALUATION OF THE EFFECT OF ADDING A HIGHFIDELITY SIMULATION TO AN EXISTING DIDACTIC LECTURE TO TEACH PHARMACY UNDERGRADUATES THE MANAGEMENT OF SEPSIS IN SECONDARY CARE

Introduction: Sepsis is potentially life-threatening, requiring rapid identification and treatment. ‘Sepsis Six’ (1) has
become the recognised treatment pathway and has traditionally been taught to our undergraduate pharmacy students in
didactic fashion. Interactive teaching methods, such as simulation, are the most effective forms of education to improve
patient safety (2). Such approaches might be beneficial in the
teaching of sepsis management.
Aim: To evaluate the effect of adding simulation-based teaching
to an existing didactic lecture on the management of sepsis.
Methods: Year 4 students at the University of Bath (n=92)
attended a sepsis lecture given by a teacher practitioner with experience in managing sepsis in March 2020. Students completed
an online survey that used Likert scales to evaluate understanding of sepsis and confidence in managing it (see table).
One week later, small groups of students completed a
30-minute simulation using a SimMan ALS ‘patient’ programmed to show physiological signs of sepsis. Simulations
were facilitated by a teacher practitioner with experience of
operating SimMan ALS. Each group had a brief outlining the
required tasks: reviewing the patient; assessing sepsis risk;
summarising a treatment plan and priority actions. After
the simulation, students underwent de-brief and completed
the same online survey a second time. Changes in students’
responses between surveys were analysed using Wilcoxon
signed-rank tests in SPSS, therefore data from students who
completed only one survey were not included.
Results: 26 students completed both surveys (response
rate: 28%). Likert scores for questions 1, 2, 4 and 5 were
significantly higher following the simulation, indicating improved confidence and knowledge (see table).
Conclusion: Adding a high-fidelity simulation to an existing
didactic lecture increased student confidence in identifying
and managing sepsis. Self-reported knowledge of sepsis red
flags also increased (indicated by the responses to Statement
1). This study should encourage future sepsis teaching to include a blend of didactic and simulated learning. Limitations
include the low response rate, evaluation at only one university and reliance on student self-assessment of knowledge.