Foundation Trainee Simulation Faculty Pedley H, Rawding O, McGuinness C, Abid N, Collins K, Holdsworth B, Midha D, Osborn A, Patel D Education Centre, Royal Surrey County Hospital, Guildford Introduction Senior clinicians are expected to provide high quality teaching and feedback to their peers and juniors. Our Foundation Trainee Faculty Group utilise the RSCH simulation suite, high- fidelity mannequins, actors and nursing staff to create, design and implement simulation scenarios for undergraduates and other foundation trainees. Conclusions Simulation training can offer highly relevant and effective teaching for undergraduates and Foundation Trainees. Foundation Trainees should be given opportunities to develop the skills needed to become effective clinical teachers. With appropriate supervision, delivering simulation is a refreshing and dynamic way of achieving this. Designing scenarios encourages trainees to reflect on pathophysiology, professional roles and patient experience. A Foundation Trainee Simulation Faculty offers its’ members an insight into the principles of medical education, curriculum- based learning and feedback as well as an opportunity to demonstrate team-working and time-management skills. Author contact: Conclusions Simulation training can offer highly relevant and effective teaching for undergraduates and Foundation Trainees. Foundation Trainees should be given opportunities to develop the skills needed to become effective clinical teachers. With appropriate supervision, delivering simulation is a refreshing and dynamic way of achieving this. Designing scenarios encourages trainees to reflect on pathophysiology, professional roles and patient experience. A Foundation Trainee Simulation Faculty offers its’ members an insight into the principles of medical education, curriculum- based learning and feedback as well as an opportunity to demonstrate team-working and time-management skills. Author contact: Methods Lead by senior faculty members with a wealth of experience in Simulation Training, trainees adopt an active role in the entire process. They are taught about the simulation technology, SimMan 3G software and principles of scenario building. Members create a scenario and identify the most relevant learning outcomes. Faculty members build the computer trends for observations, the simulated blood results, x-rays etc. This involves reflecting upon pathophysiology, clinical decision-making, the roles of the healthcare team and patient experience. They also create a feedback questionnaire for the participants and provide an information sheet on the main learning objectives. Final preparations involve creating the participant, actor and nursing instructions. Once rehearsed, the scenario is then run with willing Foundation Trainee participants. Faculty members give constructive feedback to the scenario participants and summarise the learning objectives. Our pilot faculty consisted of 6 final year undergraduate trainees who created two scenarios for Foundation Year One Trainees Results A questionnaire was designed to receive anonymous feedback about the experience. Positive feedback included: Learning the real time-frame of clinical deterioration and improvement in acute diseases and understanding impact of clinical interventions Learning how the SimMan 3G software programme worked Working alongside other faculty members as part of a team Recognising the effort and preparation required for development of new simulation scenarios Two new scenarios were created: Acute Abdominal Pain: Renal Calculi Post-Operative Breathlessness: Acute Pulmonary Oedema Each scenario could be linked to over 17 UKFPO Foundation Year One curriculum learning objectives including; history and examination skills, acute management, safe prescribing, investigations and teaching and training 100% of the participants completing the scenarios agreed: The scenarios were relevant to their learning curriculum Training with simulation would change their clinical practice The feedback session was constructive References 1.Okuda Y, Bryson E, Demaria S, Jacobson L et al. The utility of simulation in medical education: What is the evidence? Mt Sinai. Journal of Medicine 2009 (76) Issenberg S, McGaghie W, Petrusa E, Gordon D et al. Features and uses of high fidelity medical simulations that lead to effective learning: a BEME systematic review. Medical Teacher 2005 (27) Rosen KR, McBride JM, Drake RL. The use of simulation in medical education to enhance students' understanding of basic sciences. Medical Teacher 2009 (31/9) Aims Improving the ability and confidence of Foundation Trainees in their teaching role. This project engages Foundation Trainees in the principles of teaching in the context of simulation, granting them an opportunity to develop their organisational and team- working skills, hoping to inspire knowledge and interest in this realm of medical education. Provide relevant and effective teaching to the scenario participants Aims Improving the ability and confidence of Foundation Trainees in their teaching role. This project engages Foundation Trainees in the principles of teaching in the context of simulation, granting them an opportunity to develop their organisational and team- working skills, hoping to inspire knowledge and interest in this realm of medical education. Provide relevant and effective teaching to the scenario participants “This project has made me realise that learning can be fun!” “A great experience” “It was interesting to learn how much work is involved...It has made me appreciate the training even more” “This experience has made me quite excited about medical education”