Table 1 Details of Questionnaire used to evaluate impact of SAP on students

Levels of preparedness for clinical tasks was assessed by asking respondents to “Please indicate how prepared you are to begin PGY1 in the following areas?” This was followed by 37 capabilities. For example, “Formulate a plan for treatment, management and discharge” (question #7), Perform and interpret a 12-lead electrocardiograph (question #24), Prescribe fluids for intravenous infusion and set up infusion device (question #33) Responses were on a 5-point Likert-like scale (anchored “not at all prepared” (scoring 1) to “fully prepared”(5).

Opportunities for practice during clinical placements were assessed by four items. One was a yes/no response to a statement “During my final year I had at least one attachment where I assisted a junior doctor undertaking most of the duties of a Foundation Year one doctor”. This was followed by three statements about opportunities in relation to supervised clinical practice; “I had the opportunity to make prescribing recommendations for the prescription of drugs”, “I had the opportunity carry out common procedures on patients under supervision” and “I had the opportunity to manage acutely unwell patients under supervision.” Responses were rated on a 5-point Likert-like scale anchored from 1 ‘completely disagree’ to 5 ‘completely agree’

Opportunities for practice during clinical placements were assessed by four items. One was a yes/no response to a statement “During my final year I had at least one attachment where I assisted a junior doctor undertaking most of the duties of a Foundation Year one doctor”. This was followed by three statements about opportunities in relation to supervised clinical practice; “I had the opportunity to make prescribing recommendations for the prescription of drugs”, “I had the opportunity carry out common procedures on patients under supervision” and “I had the opportunity to manage acutely unwell patients under supervision.” Responses were rated on a 5-point Likert-like scale anchored from 1 ‘completely disagree’ to 5 ‘completely agree’

Experience of acute care situations and readiness to be the first respondent during clinical placements, were ascertained by asking “In your final year have you experienced any of the following acute care situations in real life and what was your involvement?” followed by ten common emergency situations (acute coronary syndrome, asthma, COPD exacerbation, diabetic ketoacidosis, GI bleed, paracetamol overdose, pulmonary embolism, sepsis, stroke and adverse drug reaction). Respondents indicated their level of involvement as “Lead”, “Participant”, “Observer” or “Not seen”. Leading was defined as “assessing the patient, starting initial management, and seeking help as appropriate” and participation as having some “hands on role e.g. placing a canula, airway manoeuvres etc.”. Relating to these ten acute care situations respondents were asked, “Based on your experience in Final year, how ready do you feel to be the first respondent in the following acute care situations?” The 5-point Likert-like scale responses ranged from ‘not at all ready’ (scoring 1) to ‘very ready’ (scoring 5)