2. Roles and duties of teachers in
simulation training
1. Identify the needs of the learner
2. Create learning objectives
3. Transform learning objectives into clinical scenarios
4. Prepare the clinical scenarios
5. Create an appropriate learning environment
6. Tailor general learning outcomes to the needs of the
individual learner
7. Help the learner reflect on the experience of the
clinical scenario
8. Provide appropriate feedback
9. Review the session
3. Effective Emergency Medicine
Simulation Training
Excellence in Simulation Curve
• Two pillars of effective simulation training
– Case design
– Debriefing
• May include a didactics period to deliver “take home”
points
4. Case design—
Better planning = better learning
• Effective planning is the key to effective
simulation learning
– Match learner behaviors and content, e.g. following
protocols, developing differential diagnoses,
treatment, team work, etc.
• First step— Identify what participants need to
learn
– Learning Objectives inform Critical Actions
– Critical Actions drive case flow and determine
Assessment and Treatment tasks
– Critical Actions focus both on content and behavior,
e.g. “Recognize AND appropriately manage…”
5. Case design—
Link learning objectives with tasks
• Design real-life tasks using simulation in order
to achieve learning objectives
– Link learning objectives with learner tasks
– Tasks must be designed and sequenced in order to
build and reinforce knowledge and understanding
– You must know what your simulation equipment
is capable of and what adaptations you must
make
SAF-T
6. Case design–
Will your case work?
• Coordinate with Simulation Center staff to
ensure room and equipment set up to your
specifications
– Chris Harrison 968-4210
– Courtney Lindsey 968-3881
• Coordinate supplies with Sr. Resident or bring
them yourself
• Prepare confederate responsibilities prn
• Rehearse case with Sr. Resident tech
– Give them some teaching responsibilities
– Share case management
7. Case design—
But will it really work?
• KEY—Address mechanics of the case in order
to develop steps and materials to support
effective learning
– Includes timing of case– can it all be done in the
allotted time?
– Rehearse to identify pitfalls and ensure case runs
smoothly the first time
8. Sim Day—Before your case begins
• Quickly brief residents prior to starting case
– Deliver required background information
• E.g. how simulators work, simulation quirks, etc.
– Assign roles, e.g. doctor (primary learner), nurse,
etc
– Deliver prompts, e.g. triage note
• Begin!
9. Sim Day—Running the case
• Stick to your Critical Actions in order to
accomplish Learning Objectives
– Not every case should be ACLS Mega Code!
10. Sim Day—Debriefing
• This is where the greatest learning occurs!
• Plan the debriefing
– Goal—Guide students to reflect on their actions during case,
explore other options and possibilities, and extend their
learning
– Reflection requires a framework, or set of standards, against
which students can evaluate and discuss
– Design activities in which students…
• Recall what happened
• Rate or examine their actions
• Discuss how to improve
• This is where teacher provides “take home” messages
Article– Debriefing as Formative Assessment
Simulation Assessment and Feedback Tool (SAF-T)
11. Summary
• Develop a solid teaching plan built around
Critical Actions to accomplish Learning
Objectives
• Effective debriefing is key to effective learning
• Have some fun!
