IMPROVING SIMULATION INSTRUCTIONAL METHODS

The University of Miami Gordon Center for Research in Medical Education will hold an educational workshop, iSIM IMPROVING INSTRUCTIONAL METHODS. This three-day program, created in collaboration with WISER at the University of Pittsburgh, is an introduction to fundamental skills and abilities for delivering simulation-based healthcare education through a variety of techniques and technologies. The course emphasizes hands-on activities and active participation to maximize simulation-based instruction skill acquisition. The course is open to all medical professionals interested in improving their simulation-based instructional skills and is targeted at those with a background in healthcare education.

COURSE AGENDA and OBJECTIVES
DAY 1 OVERVIEW AND MANIKIN-BASED INSTRUCTION AND ASSESSMENT
8:00 Welcome, Introductions and Expectations
Determine benchmarks to be achieved in this program
Assign small group assignments for course
8:20 Overview of Simulation Center Operations, Facilities
Observe and discuss the role of a simulation center in medical education
Review and discuss methods of simulation, simulation technologies and simulation environments
Review important simulation definitions and terminology
Review and discuss common environments of a simulation center
9:00 Practical Exercise in Healthcare Simulation
Participate in a simulation session and debriefing
Identify the elements necessary to conduct a healthcare simulation activity
9:30 Key Components for Successful Simulation
Identify outcomes of a successful simulation session
Review simulation exercise feedback to identify improvement targets
10:00 Design and Development Tools for Scenario Construction
Review basic design and development elements for constructing a simulation activity
Review guidelines for developing defined measurable objectives
10:20 Break
10:35 Scenario Design 1.1 – Objectives and Modeling
Develop an outline for simulation-based teaching activity for a small group of learners using a computer-driven simulator, standardized patient or hybrid patient simulator
Develop 3 to 5 measurable learning objectives for the simulation activity
Use a design template to script the physiology of the simulated patient for the objectives of the simulation activity, including successful and unsuccessful outcome points
11:15 Scenario Environments, Fidelity and Equipment Selection
Review simulation environment requirements for small group simulation activities
Discuss simulation environment design questions as they relate to required fidelity
Determine appropriate environmental, fidelity and equipment for the small group learning environment
11:35 Scenario Design 1.2 – Environments, Equipment, People and Props
Use a design template to outline the environmental elements of the small-group simulation activity
Determine the simulation elements required to achieve the appropriate level of simulation fidelity
List and describe required equipment for the small-group simulation activity
12:15 Lunch
1:00 Teaching with Simulation
Discuss the use of simulation methods for delivering classroom instruction
Review examples of simulation-based instruction and discuss their key components
Review simulation-based instructional methods for large-group instructor led, small-group instructor led, small-group independent, and individual independent learning activities
1:30 Scenario Design 1.3 – Assessment and Debriefing
Develop a global rating scale for the simulation activity based on the defined objectives
Develop standardized debriefing points for the activity objectives
2:20 Break
2:30 Scenario Design 1.4 – Implementation and Evaluation
Setup and conduct the simulation activity for a small group of learners using a full-body, computer-driven manikin
Participate in a simulation session debriefing
Review simulation exercise feedback to identify improvement targets
4:30 Discussion, Wrap-up, and Team Assignment
Review and summarize effective strategies for conducting simulation activities in small groups
Use scenario performance feedback to develop a performance improvement plan for the small-group simulation activity
5:00 Learner Evaluations – Day 1
DAY 2 TASK TRAINERS, STANDARDIZED PATIENTS AND HYBRID SIMULATION
8:00 Welcome and Sign-in
8:15 Reflections on Day 1 Simulation Projects
Discuss the performance improvement implementation plan for each of the Day 1 scenarios
8:45 Key Case Presentation – Standardized Patient Simulation
Participate in a simulation session and debriefing
Identify the elements necessary to conduct a healthcare simulation activity using a standardized patient
9:15 Design and Development of Non-computer Based Simulations
Review basic design and development elements for constructing a non-computer driven simulation activity
Review and discuss the use of standardized patients in healthcare simulations
Define the “hybrid” simulator concept, and review examples
9:35 Scenario Design 2.1 – Objectives and Modeling – Task Training and Standardized Patients
Develop an outline that incorporates assessment into a simulation activity for a small group of learners using non-computer-driven simulator, standardized patient or hybrid patient simulator
Develop 3 to 5 measurable learning objectives for the simulation activity
Use a design template to script the dynamic changes of the simulated patient for the objectives of the simulation activity, including successful and unsuccessful outcome points
10:25 Break
10:40 Scenario Environments, Fidelity and Equipment Selection for Non-computer Driven Simulations
Review simulation environment requirements for task training and standardized patient simulation activities
Discuss simulation environment design questions as they relate to required fidelity of task-trainers and standardized patients
Determine appropriate environmental, fidelity and equipment for the task training and standardized patient, learning environment
11:00 Scenario Design 2.2 – Environments, Equipment, People and Props for Non-computer Driven Simulations
Use a design template to outline the environmental elements of the non-computer driven simulation activity
Determine the simulation elements required to achieve the appropriate level of simulation fidelity for a non-computer driven simulation activity
List and describe required equipment for the non-computer driven simulation activity
11:45 Lunch
12:30 Assessment, Debriefing and Testing
Discuss the use of procedural checklists for measuring individual and small-group activities
Review examples of procedural checklists and discuss their key components
Review debriefing methods for small group simulation activities
Discuss fundamental strategies for debriefing learners
1:00 Scenario Design 2.3 – Assessment and Debriefing
Develop a procedural checklist for an individual learner or a small group of learners for the simulation activity based on the defined objectives
Develop standardized debriefing points for the activity objectives
1:50 Break
2:05 Scenario Design 2.4 – Implementation and Evaluation
Set-up and conduct the simulation activity for an individual or small group of learners using a non-computer driven simulator, standardized patient or combination
Participate in a simulation session and debriefing
Review simulation exercise feedback to identify improvement targets
4:30 Discussion, Wrap-up, and Team Assignment
Review and summarize effective strategies for conducting simulation activities using non-computer driven simulator or standardized patients
Use scenario performance feedback to develop a performance improvement plan for the simulation activity
5:00 Learner Evaluations – Day 2
DAY 3 TEAM BASED SIMULATION
8:00 Welcome and Sign-in
8:15 Reflections on Day 2 Simulation Projects
Discuss the performance improvement implementation plan for each of the Day 2 scenarios
8:45 Key Case Presentation – Team-Based Simulation
Participate in a team-based simulation session and debriefing
Identify the elements necessary to conduct a team training healthcare simulation activity
9:15 Design and Development of Team Training Simulations
Review basic design and development elements for constructing a team training simulation activity
Review and discuss the use of simulation technologies in team training healthcare simulations
Compare and contrast the differences between clinical and team training simulations and review examples
9:35 Scenario Design 3.1 – Objectives and Modeling
Develop an outline for a team training simulation activity for a small group of learners using a computer-driven simulator, standardized patient or hybrid patient simulator
Develop 3 to 5 measurable learning objectives for the simulation activity
Use a design template to script the actions of the simulated patient for the objectives of the simulation activity, including successful and unsuccessful outcome points
10:25 Break
10:40 Scenario Environments, Fidelity and Equipment Selection
Review simulation environment requirements for team training activities
Discuss simulation environment design questions as they relate to required fidelity for team training
Determine appropriate environmental, fidelity and equipment for the team training, learning environment
11:00 Scenario Design 3.2 – Environments, Equipment, People and Props
Use a design template to outline the environmental elements of team training simulation activity
Determine the simulation elements required to achieve the appropriate level of simulation fidelity for team training
List and describe required equipment and personnel for team training simulation
11:45 Lunch
12:30 Assessment, Debriefing and Testing
Discuss the use of global rating scales and checklists for measuring team performance
Review examples of team-based global rating scales and checklists, and discuss their key components
Review debriefing methods for team training simulation activities
Discuss fundamental strategies for debriefing healthcare teams
1:00 Scenario Design 3.3 – Assessment and Debriefing
Develop a team oriented global rating scale and checklist for the simulation activity based on the defined objectives
Develop standardized debriefing points for the activity objectives
1:50 Break
2:05 Scenario Design 3.4 – Implementation and Evaluation – Team Training
Set-up and conduct the simulation activity for a healthcare team using a computer-driven simulator, standardized patient or hybrid patient simulator
Participate in a simulation session and debriefing
Review simulation exercise feedback to identify improvement targets
4:30 Discussion, Wrap-up, Next Steps
Review and summarize effective strategies for conducting simulation activities for healthcare teams
Use scenario performance feedback to develop a performance improvement plan for the simulation activity
Develop a professional development plan in healthcare simulation instruction
5:00 Learner Evaluations – Day 3

FACULTY
Jeffrey Groom, PhD, CRNA
Director and Clinical Associate Professor
Anesthesiology Nursing Program,
Florida International University

S. Barry Issenberg, MD, FACP
Professor of Medicine
Assistant Director, Gordon Center
for Research in Medical Education (GCRME)
Assistant Dean, Research in Medical Education
Director, Division of Research and Technology
University of Miami

Geoffrey Miller, EMT-P
Associate Director of Research and Curriculum Development
Division of Prehospital and Emergency Healthcare, GCRME, University of Miami

John O’Donnell, CRNA, MSN, DrPH
Associate Director, Nursing Programs, Peter M. Winter Institute for Simulation, Education and Research (WISER)
University of Pittsburgh

Paul Phrampus, MD
Associate Professor and Director, Peter M. Winter Institute for Simulation, Education and Research (WISER), University of Pittsburgh
REGISTRATION CANCELLATION POLICY
Refunds will be made only if written notice of cancellation is received prior to May 24, 2010. A $100 fee is charged for all refunds. After this date, no refunds will be made. In cases where a course is cancelled