Experience in developing a Respiratory simulation program in a DGH.

Authors. Hasan M¹, Hameed.H², Bongers.T³ <bold>Background/Aim:</bold> We have noticed variability in the level of competencies among junior doctors in managing common respiratory scenarios and procedures. A simulation program was devised to improve their knowledge and skills and competence. <bold>Methods:</bold> a. A high- fidelity simulation workshops facilitating decision making skills through constructive cognitive learning. b. Simulation based hands-on training sessions to acquire procedural skills through psychomotor learning. c. 1:1 virtual reality session to improve clinical skills. 117 trainees of various level from interns to non respiratory registrars have attended 29 work shops over a period of 18 months on, a)CPAP b) NIV c) Nasal high flow and pleural procedurers. <bold>Results:</bold> The pre and post assessments responses of the 91% of the participants out of 117 in all 4 sessions demonstrated a median improvement of 25% from 52 to 87% in their knowledge, skills and confidence. The hospital service audits have shown improvement in CPAP management and ICU escalation plans. It also improved the communication with the relatives and making end of life decisions. Early implementation of Nasal high flow therapy and NIV in the front line emergency ward has cut down the ICU escalation numbers also. <bold>Conclusions:</bold> Our experience has confirmed that simulation is an effective technique to improve the learning outcome. We aim to conduct more sessions on different topics in the future. <table-wrap><object-id>erj;64/suppl_68/PA2583/TB1</object-id><object-id>T1</object-id><object-id>TB1</object-id><table><colgroup><col></col><col></col><col></col><col></col></colgroup><tbody><tr><td>Session</td><td>No of attendance</td><td>Pre-session assessment</td><td>Post -session assessment.</td></tr><tr><td>NIV</td><td>48</td><td>26 (55%)</td><td>44 (91%)</td></tr><tr><td>CPAP</td><td>17</td><td>09 (52%)</td><td>15 (88%)</td></tr><tr><td>NHF</td><td>37</td><td>16 (43%)</td><td>29 (78%)</td></tr><tr><td>Pleural procedures</td><td>15</td><td>09 (60%)</td><td>14 (92%)</td></tr><tr><td>Total</td><td>117</td><td>52%</td><td>87%</td></tr></tbody></table></table-wrap> References. 1. Cantillon P etal. 2017 ABC of learning and teaching in medicine.