Review of the scenario by colleagues is essential to clarify the purpose and practical running of the event. Even more useful is piloting the scenario using clinician colleagues with a simulation education background. These trials give valuable feedback on plausibility, authenticity and alignment with the intended learning outcomes. This is understandable if many educators are using the same scenario and providing a slightly different emphasis on the learning outcomes, or clinical practice changes through new guidelines or technologies.
For example, as educators, the authors have observed that in some areas the participants skill set has changed. Trainees of the same level that in earlier years were unable to perform an emergency cricothyroidotomy are now prepared to because of changes in the broader training curriculum.
Correspondingly there must be a shift in the simulation from an application of skills positioning, preparation, equipment to communication of the event and coordination of the team. This is just one example of appropriate scenario drift, but if these changes are not explicit in the scenario documentation it can lead to a scenario losing the connection with the intended purpose. We recommend that every scenario is formally or informally evaluated at the end of each use: Did it meet the intended purpose?
Were there aspects of the authenticity that affected their engagement? Merely annotating with pen or pencil onto the printed, paper-based scenario is not sufficient as this generates multiple versions of the same scenario. Preferably, evaluations should be documented after every time the scenario is run. Regardless of source, scenarios need to align with objectives and the needs of the participants, and be feasible to run and debrief with the resources available while ensuring appropriate challenge and psychological safety.
A final test of fairness is reasonable. The scenario should be one that could happen to the participants in their clinical environment, and the objectives and aims cross into learning relevant to that environment. Scenario design is a frequently neglected area of training for simulation educators. It requires careful attention to detail, not least to match the purpose of the simulation and the intended learners.
Even when the scenario has been created it needs re-evaluation and monitoring to ensure the content and debrief are aligned. Using a standard template helps designers remember the key points and ensures sufficient information is provided for sharing in within the institution and more widely. Even with a standardised template it is useful to perform a final check of the scenario and indeed throughout the design process:. He is an internationally recognised Clinician Educator with a passion for helping clinicians learn and for improving the clinical performance of individuals and collectives.
He has completed fellowship training in both intensive care medicine and emergency medicine, as well as post-graduate training in biochemistry, clinical toxicology, clinical epidemiology, and health professional education. He is actively involved in in using translational simulation to improve patient care and the design of processes and systems at Alfred Health.
On Twitter, he is precordialthump. You can find him out wandering through the bush with his family, taking photographs of sunsets or wildlife. His research includes investigation of the effects of cognitive aids checklists and algorithms on team functioning during emergencies and on simulation as an educational technique to teach patient safety and improve patient and health worker outcomes. He has been involved in the development of several innovative patient safety courses for both undergraduate and postgraduate students and has been closely associated with the Masters of Perioperative Medicine for which he co-supervises a unit on Human Factors and Patient Safety POM This site uses Akismet to reduce spam.
Learn how your comment data is processed. Introduction The ultimate goal of simulation is to create an authentic learning experience P. SMILE squared. Chris Nickson. His one great achievement is being the father of two amazing children. Ian Summers. Stuart Marshall. Leave a Reply Cancel reply.
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Out of these cookies, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. We also use third-party cookies that help us analyze and understand how you use this website. Download the Faculty Development Toolkit. Download the blank Multi-patient Simulation Template. Using the IPEC Core Competencies, five members of the cohort of the Leadership Development Program for Simulation Educators embedded IPE objectives and guided reflection questions into the template and tested them at five schools across the country.
Download the blank IPE Template. S project. Tables that correlate the KSAs for each QSEN competency with the learning activities suggested in each scenario are provided, along with enhanced simulation templates for the three scenarios.
Members of a cohort of the Leadership Development Program for Simulation Educators conducted a survey to identify common components of simulation centers.
The purpose was to assist others in determining guidelines for establishing or repurposing their simulation space and implementing a successful program. The knowledge components can divided into the medical and critical resource management CRM , or more preferably, non-technical skills. Non-technical skills objectives typically relate to team-based communication, leadership, resource utilization, situational awareness and problem solving.
The cognitive processes objectives can also be developed with increasing complexity, depending on the level of the trainee. A case could be made to involve senior learners in creating and implementing their own sim cases.
As part of creating scripts and cases, case designers should try to anticipate learner actions and pitfalls. There will always be surprises and unexpected actions a good reason to trial, beta test and revise before deploying. On EMSimCases. I found this terminology helpful when outlining case progression. Simulation allows for standardization of learning in a controlled environment : 11 The truth of residency training is that even in the same program, residents will all have uniquely different experience.
One resident ahead of me, at graduation, had taken part in 10 resuscitative thoracotomies. Many residents in the same class had not seen any. We cannot predict what walks through our doors but we can try to give residents the same baseline skills and knowledge to deal with whatever does. Feedback is provided during the learning experience 1 unless in an exam-type setting, where it should be given after.
It is important again to note the necessity of limiting the number of learning objectives, so you have room for scripted and unscripted topics of conversation. Debriefing the case should be a breeze, as it should flow from the case objectives created at the beginning. To me, this is the most difficult and rarely done. Evaluation of each sim case should be sought from participants and stakeholders, in addition to the pilot testing. That information needs to be fed forward to make meaningful improvements in case design and implementation.
A simulation scenario template. A simulation scenario template from EM Sim Cases. A simulation scenario planning worksheet from Laerdal. A simulation scenario validation checklist from Laerdal.
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