Presentation Description
Andy Ward1
Conor Gilligan2, Amylee Walker2, Emma Hayward1 and Caroline Woodley1
1 University of Leicester
2 University of Newcastle
Conor Gilligan2, Amylee Walker2, Emma Hayward1 and Caroline Woodley1
1 University of Leicester
2 University of Newcastle
Background
SBAR (situation, background, assessment, recommendation) is a structured form of communication that can increase the safety of patient handovers (1). The use of SBAR was included in communication skills and patient safety teaching in the early years of medical schools in Leicester (UK) and Newcastle (Australia), but not included in associated OSCEs.
SBAR (situation, background, assessment, recommendation) is a structured form of communication that can increase the safety of patient handovers (1). The use of SBAR was included in communication skills and patient safety teaching in the early years of medical schools in Leicester (UK) and Newcastle (Australia), but not included in associated OSCEs.
Summary of Work
A scenario was developed that involved the student listening to a short recording of a telephone consultation, reviewing the associated medical record and then performing a handover. A complimentary marking schedule was developed. A small pilot OSCE was held in Newcastle, before the station was used as part of a 12-station summative OSCE in Leicester. The acceptability of the station was evaluated via tutor and examiner feedback. Post intervention student focus groups were held in both schools. Psychometric testing of the OSCE results was carried out in Leicester.
Results
Examiners were positive about the format of the station. Students thought the station provided a fair test of their learning and that the marking schedule was objective. Psychometric testing showed the station performed well and contributed to the overall reliability of the OSCE.
Discussion
Poor handover can lead to errors and patient harm and the use of SBAR has been shown to reduce this (1). Including the use of this tool in summative assessment can emphasise its importance and ease of use to students.
Conclusions
This collaboration allowed the effective development and evaluation of a new OSCE station assessing the use of the SBAR tool. The station was acceptable to students and examiners and performed well.
Take-home messages
Students should understand the use of the SBAR tool
Students should be assessed on their use of SBAR
A collaboratively developed OSCE station provided a fair test that was acceptable to students and examiners.
References (maximum three)
1. Merten H, van Galen L S, Wagner C. Safe handover BMJ 2017; 359 :j4328 doi:10.1136/bmj.j4328