title: Near-peer medical student simulation training.
abstract: BACKGROUND
  There is growing concern that medical students are inadequately prepared for life as a junior doctor. A lack of confidence managing acutely unwell patients is often cited as a barrier to good clinical care. With medical schools investing heavily in simulation equipment, we set out to explore if near-peer simulation training is an effective teaching format.
  
  
  METHODS
  Medical students in their third year of study and above were invited to attend a 90-minute simulation teaching session. The sessions were designed and delivered by final-year medical students using clinical scenarios mapped to the Sheffield MBChB curriculum. Candidates were required to assess, investigate and manage an acutely unwell simulated patient. Pre- and post-simulation training Likert scale questionnaires were completed relating to self-reported confidence levels. There is growing concern that medical students are inadequately prepared for life as a junior doctor RESULTS: Questionnaires were completed by 25 students (100% response rate); 52 per cent of students had no prior simulation experience. There were statistically significant improvements in self-reported confidence levels in each of the six areas assessed (p < 0.005). Thematic analysis of free-text comments indicated that candidates enjoyed the practical format of the sessions and found the experience useful.
  
  
  CONCLUSIONS
  Our results suggest that near-peer medical student simulation training benefits both teacher and learner and that this simplistic model could easily be replicated at other medical schools. As the most junior members of the team, medical students are often confined to observer status. Simulation empowers students to practise independently in a safe and protected environment. Furthermore, it may help to alleviate anxiety about starting work as a junior doctor and improve future patient care.
authors.affiliation: Academic Unit of Medical Education, The University of Sheffield Medical School, Sheffield, UK.
authors.forename: Thomas
authors.initials: T
authors.lastname: Cash
authors.affiliation: Academic Unit of Medical Education, The University of Sheffield Medical School, Sheffield, UK.
authors.forename: Eleanor
authors.initials: E
authors.lastname: Brand
authors.affiliation: Academic Unit of Medical Education, The University of Sheffield Medical School, Sheffield, UK.
authors.forename: Emma
authors.initials: E
authors.lastname: Wong
authors.affiliation: Academic Unit of Medical Education, The University of Sheffield Medical School, Sheffield, UK.
authors.forename: Jay
authors.initials: J
authors.lastname: Richardson
authors.affiliation: Clinical Skills Department, Royal Hallamshire Hospital, Sheffield, UK.
authors.forename: Sam
authors.initials: S
authors.lastname: Athorn
authors.affiliation: Imperial College, London, UK.
authors.forename: Faiza
authors.initials: F
authors.lastname: Chowdhury
mesh_terms: D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods*; D006801:Humans; D010379:Peer Group; D000066908:Simulation Training; D013337:Students, Medical