Simulated Placement and Rounds (SPaR): Improving Self-Reported Preparedness for Foundation Training through Ward-Round-Based Simulation.

Introduction Research and anecdotal evidence show that undergraduate medical students often feel underprepared to start as foundation doctors, particularly in practical skills. To address this, a simulation project was designed to emulate a medical ward round, incorporating key skills used daily by foundation doctors, including documentation, prioritizing tasks, prescribing, clinical reviews, and communication. The aim was to provide students with a realistic, hands-on ward round experience in a controlled environment. Materials and methods A three-station simulation was delivered, comprising a consultant-led round, a student-led consultation, and managing an unstable patient. Final-year medical students (n = 18) completed the simulation during their medical rotations. Pre- and post-session questionnaires collected both quantitative data using a Likert scale and qualitative data through short-answer questions. Wilcoxon signed-rank tests and thematic analysis were applied to evaluate changes in self-reported confidence and preparedness. Results Following the simulation, students' reported confidence improved across all domains. Mean preparedness increased from 5.06 ± 1.54 to 8.28 ± 0.93, documentation confidence from 5.33 ± 1.37 to 8.28 ± 1.15, and confidence in managing an unstable patient from 3.39 ± 1.01 to 6.44 ± 1.26. These results show considerable improvement in learners' self-reported preparedness across all domains, with all improvements statistically significant by Wilcoxon signed-rank test (p < 0.001). Thematic analysis identified scenario realism, practical prescribing, and effective feedback as key strengths. Suggestions for improvement included additional scenarios, clearer pre-briefing, and further discharge summary practice. Conclusions This study shows that ward-round-based simulation can improve final-year medical students' confidence and self-reported preparedness for ward rounds. Embedding similar simulations within undergraduate curricula may better support transition to clinical roles, enhance practical skill development, and improve readiness for real-world ward rounds across training sites.