Abstract

This case study provides an insight into the challenges of measuring the affective change of a clinical intervention. The context of this was a specifically designed interdisciplinary skills and drills training program for emergency obstetrics teams in the North East England. We specifically wanted to look at whether, by learning together, the health care and medical professionals involved in emergency childbirth felt that their confidence level had changed by learning via clinical simulation with colleagues from different health care disciplines and from differing levels of the organizational hierarchy. To undertake this study, we used a process of pedagogical (educational) evaluation, which we specifically designed. To make our findings tangible, so that we could compare future cohorts with existing ones, we undertook statistical analysis so that we could provide a metric evaluation of the impact of interdisciplinary teaching sessions. This work was a North East regionally shortlisted finalist application in “Bright Ideas in Health Awards” of 2017, and the final research study was published in the British Journal of Midwifery in 2019.