Sara Namvar, Komal Amar, Matthew Jones, Nathan Connell, Danielle Mayo, Lee Forde and Niroshini Nirmalan

Introduction

There is an increasing focus in higher education on graduate employment outcomes, but we know that success is not only shaped by the quality of traditional classroom and laboratory-based teaching. Extensive evidence suggests that prior learning experiences, socioeconomic status, and the multiple forms of ‘graduate capital’ shape sense of belonging and confidence to reach one’s full potential. Physiology educators are under increasing pressure to think more creatively about how university experiences prepare all students, irrespective of prior learning or privileges for the world of work. The use of clinical scenarios is popular in healthcare programmes, but there is little training in this area for students undertaking Life Sciences courses, despite many such students intending to pursue postgraduate clinical careers.

Aim

The University of Salford runs a highly popular and successful mentorship programme for Life Sciences students hoping to pursue postgraduate clinical careers. We set out to introduce the use of clinical simulations and escape game-based learning that could provide students with insight into clinical decision making and enhance the existing preparation we offer for clinical interviews.

Methods

We designed four clinical scenarios that were then played out in the University of Salford cutting-edge hospital ward simulations facilities. Scenarios included a patient requiring cancer investigations, safeguarding issues surrounding a domestic violence case, ethical dilemmas around liver transplants and clinical observations under pressure in an immersive escape game. Each case unfolded in a separate’ hospital room’ appropriately dressed to bring realism and excitement to the scenario, with academic actors as well as ‘talking’ and moving mannequins. Students rotated between each room every 15min, followed by a debriefing session at the end.

Results

A total of 65 students from several programmes took part in this extracurricular opportunity, many from BAME backgrounds and low participation neighbourhoods. Most students indicated a strong interest in pursuing a postgraduate Medicine or Physician Associate career, with 100% reporting they enjoyed the experience and would like to see such experiences embedded into programmes. Over 90% of students felt the experience helped develop their confidence and communication skills, whilst 87% felt it improved their employability. Examples of feedback included ‘It was such a wonderful experience and I hope there will be more sessions like this…’ and ‘I enjoyed having alumni back … along with the simulations which enabled us to have a real understanding of what to expect”.

Conclusion

Collectively we present evidence of the value that clinical simulations and escape games add to the development of transferable employability skills in a fun and engaging manner for Life Sciences students. Co-creating such experiences with alumni and working across Schools is an important approach to developing Life Sciences graduates that are better prepared for the world of work.