Overview of Discover Simulation Toolkit Needs Assessment / Implementation Knowledge/Skill Acquisition Simulation in Teams Debriefing Close the Performance Gap
What are the most important issues? 1 note per table
Laerdal and JEMS provide comprehensive approach to teaching using blended learning methodology
Goal: Help make simulation training easy
A.Dept. Training Officer B.College Faculty/Instructor C.Medical Director D.Quality Role E.Nursing F.Other
A.Regularly (once a month) B.Occasionally (few times a year) C.Limited D.Never
A.Teaching B.Assessment C.Do not use D.Other
A.Formal class B.User Network C.Read Directions D.Webinar E.Conference F.Other
Well-designed simulation training improves performance
A.Expert – can teach other instructors B.Competent to teach students C.Not ready to teach students D.Just starting to learn
Turn-key education system…
Phases of Sim-Based Education PERFORM LEARNING NEEDS ASSESSMENT KNOWLEDGEACQUISITIONAdminister Knowledge Pre-Test Assign Asthma Article Discuss Asthma Case Study Administer Knowledge Post-Test Practice Skills SKILLS PROFICIENCY SIMULATION IN TEAMS Perform Asthma SimulationFacilitateDebriefing CLOSE PERFORMANCE GAPS & REPORT
Objectives linked to EMT & EMT-P Curricula >
Perform Learning Needs Assessment
Assess Needs -Why Use Simulation? Assess Systems On-Demand Access to Patients Reduce Human Error Increase Skill Development Practice in Controlled Environment RegulatoryRequirements
A.QI data analysis B.Surveys C.Interviews D.Direct observation E.Other
Assess Needs Review and discuss case study – select group spokesperson
Knowledge Acquisition
Article & Pre/Post Test >
Item analysis worksheet >
Knowledge Acquisition Discuss how data from the pre-test and post-test may be used to improve the quality of training.
Knowledge Acquisition REMEMBER: REMEMBER: Reflection, combined with feedback, enhances performance.
Skills Proficiency – Individual
Skills Proficiency Discuss the availability of relevant skills checklists Discuss the importance of validity and reliability
Skills Proficiency – Teams & Systems
Prepare for Simulation >
Scenario Operations >
1.Watch learner’s performance 2.Click events 3.Performance is registered in the debriefing log
Initial State ImprovementImprovement Deterioration FailFailImprovementImprovement O2 & Beta Agonist 7 minutes O2 & Beta Agonist 2 minutes
Debriefing can make or break a simulation session
Rudolph J, et al. There’s no such thing as ”nonjudgmental” debriefing” A theory and method for debriefing with good judgment. Simul Healthcare 2006;1: 49–55 You can see actions, but never frames
Advocacy My perspective Use first person Make perspective clear I observed _______________ I’m concerned / pleased because _______________________ Inquiry Short, open ended questions “I wonder what happened…” I’m curious how you see it?”
Beginning – Reactions Phase Allow participants to express their initial reactions (emotion OK) Discusses facts as necessary to eliminate confusion Avoid ridiculing or shifting right to analysis Middle – Analysis Phase Ask questions that prompt the learner to discuss and reflect Listen with genuine curiosity – seek to understand their “frames” Avoid telling the participants what to do without getting them to reflect first End – Summary Phase Ask participants to summarize what they learned “what went well?” “Given a similar situation, what would you do differently?”
Level ILevel IILevel III Level IV ReactionLearningBehaviorOutcome / ROI Return on Expectations Kirkpatrick, D.L., Evaluating Training Programs: The Four Levels. San Francisco, CA: Berret-Koehler Publishers, 1998.
Next Actions 1.Visit 2. Register for follow-up webinar 3.Request toolkit and scenario 4.Join the Discover Simulation forum