Name of Presenters: Reem Alyoubi, Jo Jo Leung, Ali Mehdizadeh Instructor: Dr Helen Batty Topic Content Area: Advanced Teaching Strategies Intended Audience: INTAPT Spring 2015 (Wednesday March 11, 2015 from 1:00pm-5:00pm) Abstract In this 3.5hr interactive workshop, participants will be introduced to the background and use of simulation in medical education as well as how to design, run and debrief simulations. Each participant will have the opportunity to write and take home three clinical scenario that can be used in their own professional fields and take part in interactive debriefing sessions. They will also learn strategies on time management and doing evaluations. Come prepared to have fun! Workshop Goal: To introduce participants to the background and use of simulation in medical education as well as how to design and run simulations. Objectives: Participants will: Be able to describe the history of simulation and its applications in medical education Design their own simulation sessions Increase awareness in how to make sessions effective by finding resources, managing time and accepting feedback Lesson Plan: 1300-1305 Welcome and Introduction for instructors (All) 1305-1315 Icebreaker activity (All) - Participants' introduction, and their experience about simulation - Self Pre-test (of comfort, knowledge, etc.) (Jo Jo, back-up: either Reem or Ali) 1315-1330 Introduction to simulation and Video Demo about application of simulation in medical education (Ali, backup: Jo Jo) 1330-1345 Debriefing -Instructor Led session of a simulation performance and debriefing (Ali/All) 1345-1430 Design your own simulation (All) 1430-1500 Break 1500-1520 Peer review of simulation and conclusion (20min) (All) 1520-1535 Time management - How to manage time during a simulation session
and use it efficiently (Reem, backup: Ali)
1535-1550 Effective debriefing live exercise (JoJo, backup: Reem) 1550-1605 Design your own evaluation tool (Reem, backup: Ali) 1605-1630 Summary, future directions, Q&A, Self-post-test (of comfort, knowledge, etc.) (Ali, backup: Jo Jo) 1630-1700 Evaluation (oral and written) (Jo Jo, backup: either Reem or Ali) - Evaluation of instructors (knowledge, comfort with subject, clarity, etc.) - Evaluation of workshop content Materials: - Laptop, projector and speakers - Paper handouts and pens - Internet - Simulation equipment (to be determined - CPR dummy, bag-valve-mask, etc) References: 1. Harder, B. N. (2010). Use of simulation in teaching and learning in health sciences: a systematic review. The Journal of nursing education, 49(1), 23-28. 2. Steinert, Y. (1992). Twelve tips for conducting effective workshops. Medical Teacher, 14(2-3), 127-131. 3. Pugsley, L. (2009). Study effectively. Education for Primary Care, 20(3), 195-197. 4. Khan, K., Pattison, T., & Sherwood, M. (2011). Simulation in medical education. Medical teacher, 33(1), 1-3. 5. Bradley, P. (2006). The history of simulation in medical education and possible future directions. Medical education, 40(3), 254-262. 6. Okuda, Y., Bryson, E. O., DeMaria, S., Jacobson, L., Quinones, J., Shen, B., & Levine, A. I. (2009). The utility of simulation in medical education: what is the evidence?. Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine, 76(4), 330-343. 7. McGaghie, W. C., Issenberg, S. B., Petrusa, E. R., & Scalese, R. J. (2010). A critical review of simulationbased medical education research: 20032009. Medical education, 44(1), 50-63. 8. Cook, D. A., Hatala, R., Brydges, R., Zendejas, B., Szostek, J. H., Wang, A. T., ... & Hamstra, S. J. (2011). Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. Jama, 306(9), 978-988. 9. Nelson, B. L., Carson, J. S., & Banks, J. (2001). Discrete event system simulation. Prentice hall. 10. Chakravarthy, B., ter Haar, E., Bhat, S. S., McCoy, C. E., Denmark, T. K., & Lotfipour, S. (2011). Simulation in medical school education: review for emergency medicine. Western Journal of Emergency Medicine, 12(4), 461. 11. Perkoff, G. T. (1986). Teaching clinical medicine in the ambulatory setting. An idea whose time may have finally come. The New England journal of medicine, 314(1), 27-31. 12. Irby, D. M., & Bowen, J. L. (2004). Timeefficient strategies for learning and
performance. The Clinical Teacher, 1(1), 23-28.
13. Irby, D. M., & Wilkerson, L. (2008). Teaching when time is limited. BMJ, 336(7640), 384-387. 14. Debriefing assessment for simulation in healthcare (DASH) Retrieved January 22, 2015, from https://harvardmedsim.org/debriefing...healthcare.php 15. Fanning, R. M., & Gaba, D. M. (2007). The role of debriefing in simulation-based learning. Simulation in Healthcare : Journal of the Society for Simulation in Healthcare, 2(2), 115-125. 16. Gardner, R. (2013). Introduction to debriefing. Seminars in Perinatology, 37(3), 166-174. 17. Jaffrelot, M., Touffet, L., Ozier, Y., & Gueret, G. (2012). What's going on during the debriefing of a simulation session? Minerva Anestesiologica, 78(8), 863-864. 18. Levett-Jones, T., & Lapkin, S. (2014). A systematic review of the effectiveness of simulation debriefing in health professional education. Nurse Education Today, 34(6), e58-63. 19. Madhok, M. Debriefing in medical simulation.January 22, 2015, from http://www.laerdal.com/usa/sun/ppt/r...ebriefing.pptx