2. Overview of Discover Simulation Toolkit Needs Assessment / Implementation Knowledge/Skill Acquisition Simulation in Teams Debriefing Close the Performance Gap

3. What are the most important issues? 1 note per table

4. Laerdal and JEMS provide comprehensive approach to teaching using blended learning methodology

5. Goal: Help make simulation training easy

6. A.Dept. Training Officer B.College Faculty/Instructor C.Medical Director D.Quality Role E.Nursing F.Other

7. A.Regularly (once a month) B.Occasionally (few times a year) C.Limited D.Never

8. A.Teaching B.Assessment C.Do not use D.Other

9. A.Formal class B.User Network C.Read Directions D.Webinar E.Conference F.Other

10. Well-designed simulation training improves performance

11. A.Expert – can teach other instructors B.Competent to teach students C.Not ready to teach students D.Just starting to learn

12. Turn-key education system…

13. 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

14. Objectives linked to EMT & EMT-P Curricula >

15. Perform Learning Needs Assessment

16. Assess Needs -Why Use Simulation? Assess Systems On-Demand Access to Patients Reduce Human Error Increase Skill Development Practice in Controlled Environment RegulatoryRequirements

17. A.QI data analysis B.Surveys C.Interviews D.Direct observation E.Other

18. Assess Needs Review and discuss case study – select group spokesperson

19. Knowledge Acquisition

20. Article & Pre/Post Test >

21. Item analysis worksheet >

22. Knowledge Acquisition Discuss how data from the pre-test and post-test may be used to improve the quality of training.

23. Knowledge Acquisition REMEMBER: REMEMBER: Reflection, combined with feedback, enhances performance.

24. Skills Proficiency – Individual

25. Skills Proficiency Discuss the availability of relevant skills checklists Discuss the importance of validity and reliability

26. Skills Proficiency – Teams & Systems

27. Prepare for Simulation >

28. Scenario Operations >

30. 1.Watch learner’s performance 2.Click events 3.Performance is registered in the debriefing log

31. Initial State ImprovementImprovement Deterioration FailFailImprovementImprovement O2 & Beta Agonist 7 minutes O2 & Beta Agonist 2 minutes

32. Debriefing can make or break a simulation session

33. 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

34. 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?”

35. 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?”

36. 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.

37. Next Actions 1.Visit www.laerdal.com/discoversimulation 2. Register for follow-up webinar 3.Request toolkit and scenario 4.Join the Discover Simulation forum www.laerdal.com/discoversimulation