The Simulation, Teamwork, and Education in the Health Sciences group brings together research expertise in health professions education, patient safety, simulation-based education, and teamwork analysis. Our goal is to explore the relationships between theoretical approaches to education and patient safety, the practical delivery of education to healthcare professionals, and the evaluation of educational impact on individuals and their organisations.
People
Reader in Medical Education
Head of Department of Nutrition & Dietetics
Professor of Clinical Education
Projects
Health Professions Education Evaluation Practice Toolkit
The evaluation practice toolkit is for educators working in healthcare to understand and develop appropriate evaluation methods and approaches. Commissioned by Health Education England and developed in a truly collaborative fashion with healthcare providers through a year long programme of talks, workshops and feedback with healthcare colleagues in a variety of settings, from community to . As such, the toolkit is unique in terms of its intellectual content and the potential for its use wherever people are training in a healthcare environment.
Evaluating Learning in Simulation
Simulated learning environments help healthcare professionals learn to provide safe, patient-centered care. How can we be sure learners are developing important non-technical and human factors skills? Researchers from the team have produced the Human Factors Skills for Healthcare Instruments (HuFSHI and HuFSHI-A) to measure participants' baseline and post-intervention self-efficacy across a range of non-technical skills. The instruments have been developed principally for use in evaluating the impact of simulation-based education in As above Please note links embedded in text healthcare for both clinical professionals and non-clinically trained staff members, and are short and easy to administer at the beginning and end of simulation training.
Debriefing Simulation-Based Education in Healthcare
The Diamond is a healthcare simulation debriefing model and approach that was developed in association with King’s College London and Guy’s and St Thomas’ NHS Foundation Trust. The model, which supports novice debriefers in facilitating a post-simulation debriefing conversation about human factors and patient safety issues, is now in use around the world. It is simple, easy to learn, and helps to focus the conversation on important learning from simulation that can be taken back into everyday clinical practice. The group continues to explore issues around simulation design and the facilitation of debriefing conversations, as well as training for simulation faculty using the Diamond and other debriefing approaches.
Developing Faculty in Simulation and Interprofessional Education
Developing the skills, expertise, and careers of those who support and train health professionals is core to the work of this group. Our work spans faculty development for medical school educators spread over more than 30 hospitals and community medicine sites around the London and the southeast of the UK, to national and international initiatives to plan and deliver professional development opportunities for healthcare educators. Scholarly contributions of this work range from policy documents to peer-reviewed academic outputs on various aspects of faculty development.
Publications
PhD Students and External Members
People
Reader in Medical Education
Head of Department of Nutrition & Dietetics
Professor of Clinical Education
Projects
Health Professions Education Evaluation Practice Toolkit
The evaluation practice toolkit is for educators working in healthcare to understand and develop appropriate evaluation methods and approaches. Commissioned by Health Education England and developed in a truly collaborative fashion with healthcare providers through a year long programme of talks, workshops and feedback with healthcare colleagues in a variety of settings, from community to . As such, the toolkit is unique in terms of its intellectual content and the potential for its use wherever people are training in a healthcare environment.
Evaluating Learning in Simulation
Simulated learning environments help healthcare professionals learn to provide safe, patient-centered care. How can we be sure learners are developing important non-technical and human factors skills? Researchers from the team have produced the Human Factors Skills for Healthcare Instruments (HuFSHI and HuFSHI-A) to measure participants' baseline and post-intervention self-efficacy across a range of non-technical skills. The instruments have been developed principally for use in evaluating the impact of simulation-based education in As above Please note links embedded in text healthcare for both clinical professionals and non-clinically trained staff members, and are short and easy to administer at the beginning and end of simulation training.
Debriefing Simulation-Based Education in Healthcare
The Diamond is a healthcare simulation debriefing model and approach that was developed in association with King’s College London and Guy’s and St Thomas’ NHS Foundation Trust. The model, which supports novice debriefers in facilitating a post-simulation debriefing conversation about human factors and patient safety issues, is now in use around the world. It is simple, easy to learn, and helps to focus the conversation on important learning from simulation that can be taken back into everyday clinical practice. The group continues to explore issues around simulation design and the facilitation of debriefing conversations, as well as training for simulation faculty using the Diamond and other debriefing approaches.
Developing Faculty in Simulation and Interprofessional Education
Developing the skills, expertise, and careers of those who support and train health professionals is core to the work of this group. Our work spans faculty development for medical school educators spread over more than 30 hospitals and community medicine sites around the London and the southeast of the UK, to national and international initiatives to plan and deliver professional development opportunities for healthcare educators. Scholarly contributions of this work range from policy documents to peer-reviewed academic outputs on various aspects of faculty development.
Publications
PhD Students and External Members
Our Partners
Group lead
Professor of Clinical Education