Conflict is a consistent and unavoidable issue within healthcare [1], both within interdisciplinary teams and during therapeutic interactions. Confidence to manage conflict and its resolution using effective communication are considered essential graduate skills [2]. Studies have shown that by integrating simulated scenarios into conflict resolution training allows students to improve academic practice in group settings and even demonstrate more positive views towards conflict [3]. Simulation can potentially provide a safe and supportive learning environment in which students can develop the necessary skills and confidence to manage conflict, through the use of realistic and challenging scenarios and structured debrief.

The aim of this evaluation was to determine the effectiveness of using simulation for conflict resolution training in developing confidence prior to placement for pre-registration MSc and BSc Physiotherapy students.

22 Pre-Registration MSc and 42 BSc Physiotherapy students participated in a newly developed conflict resolution simulation as part of their first year Developing Values Based Professional Practice module. This consisted of three clinical scenarios; 1) Interdisciplinary team communication and scope of practice; 2) Maintaining confidentiality and managing challenging behaviour; and 3) Managing unrealistic expectations which align with Core Skills Training Framework (CSTF) [2]. Each scenario was followed by an interactive debrief period, led by a trained facilitator. The students were invited to complete an anonymous online post-session evaluation regarding their perceived level of confidence and competence in managing challenging scenarios in practice.

There was an overall response rate of 77% (48 respondents in total; 13 MSc and 25 BSc students), 27% were pre-registration MSc students and 73% were BSc students. 98% were active in each of the three scenarios as either a Physiotherapy student in the scenario or as an active participant in the post scenario debrief. Following the simulation scenarios, 92% of students felt either ‘a little confident’ or ‘very confident’ in managing challenging behaviour on placement and 94% of students felt either ‘a little confident’ or ‘very confident’ having a conversation with a patient around managing their expectations. 96% of the students rated the session as 8/10 or above in terms of benefit for preparation for practice (Figure 1-A105).

Student satisfaction scores suggest that simulation is a useful tool to enhance pre-registration MSc and BSc Physiotherapy students’ conflict resolution skills required for clinical practice. Additional research into how the development of these skills carry over into placement is warranted.

Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.