Scenario design 2 11 14 rev


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  • Elements are units of design, term is referenced on the syllabus. They may or may not be essential depending on the type of scenario chosen.
  • Scenario design 2 11 14 rev

    1. 1. Session 2
    2. 2. Objectives  Describe the essential components of scenario design  Develop learning objectives that are suitable for simulation  Build a basic scenario to address those objectives
    3. 3. Learning Objectives/ Competencies Event sets/ Scenario Task analysis data Skill inventory/ historical performance data Anatomy of a Simulation Synthetic/ immersive environment Performance measures/dynamic assessment Feedback/ instructional strategy Performance diagnosis Adapted from Jan Cannon-Bowers 2005
    4. 4. Anatomy of a Simulation Learning Objectives/ Competencies Event sets/Scenario Task analysis data Skill inventory/ historical performance data Scenario Design Feedback/ instructional strategy Synthetic/ immersive environment Performance measures/ dynamic assessment Performance diagnosis Adapted from Jan Cannon-Bowers 2005
    5. 5. Scenario design The design and implementation of a partially scripted situation in which the learner is challenged to (and has the opportunity to) demonstrate the defined objectives.
    6. 6. Tip #1
    7. 7. Tip #2
    8. 8. Learning objectives Hint: use strong action verbs  SMART objectives  Specific, measurable, appropriate, realisti c, timebound  Centered around desired observable behaviors  Achievable for the learner
    9. 9. Example Objectives By the end of this simulation training, learners will be able to:  demonstrate effective teamwork behaviors (ie. communication, information exchange, mutual support, leadership),  diagnose and manage a clinical condition,  correctly perform a skill (ie.insertion of central venous catheter, correct placement of an advanced airway) ,  effectively counsel a “standardized patient” about his or her prognosis, etc
    10. 10. Tip #3
    11. 11. Who are your learners?  Identify who and how many learners will be involved in the simulation  Impacts complexity of scenario  Influences debriefing and assessment plans
    12. 12. What are the Elements of Scenario Design ?  Tools  Environment  Script (Story)  Patient “states”  Learner actions  Trigger events  Confederate roles and instructions  Facilitator instructions
    13. 13. Types (tools) of simulation  high fidelity (computerized full body manikin)  task trainer for skills performance mastery  “standardized patient” (learner interacting with a trained actor)  hybrid (combination of these)
    14. 14. Environmental considerations  setting  medical equipment  clinical forms  Props (moulage?)
    15. 15. The story…..  Credible  Beware of medical controversy unless this is the purpose of the scenario  Don’t try to trick the learner  Who is your patient? What has happened to him/her? When does the scenario start and end?  What drives the story forward?  What distractions do you want to build in?
    16. 16. Important definitions  “State”  “Triggers”  “Learner Actions”  “Confederate”
    17. 17. Trigger events Effective building of a scenario requires trigger events. A trigger event is a condition, action or event within the scenario that move the “patient” into a different state This should push the learner toward a specific action, decision or thought process
    18. 18. Confederate roles /instructions  Confederates should have a specific purpose within the scenario  Confederates should keep learners on track  Confederates should challenge learners in areas relevant to learning objectives  Confederates don’t lie unless that’s the objective (and why would it be?)
    19. 19. Facilitator instructions  Information necessary for another instructor to run your scenario without you  FAQs  Good questions for debriefing  Content that should be covered in debriefing
    20. 20. Tip #4
    21. 21. Dry Run Objectives  Ensure that scenario progresses in a credible way  Ensure that learner actions move the scenario in the desired direction  Ensure that learner can achieve desired objectives in the scenario  Try to identify possible deviations from anticipated learner actions, and build in ways to redirect learners  Refine scenario as necessary based on dry run
    22. 22. Tip #5
    23. 23. Prebrief  Establish learning climate  Describe relevant features of simulator  Describe learning objectives or expectations  The Basic Assumption  The Fiction Contract  The Promise (Vegas)  Any information about the patient for the learner(s) before the scenario begins
    24. 24. Tip #6
    25. 25. Sample case scenario Title: Cardiac Arrest / PEA Learning Objectives: 1. Demonstrate effective teamwork behaviors in a code situation 2. Administer effective treatment to the patient in a cardiac arrest 3. Demonstrate the ability to do a critical analysis of the underlying causes of the patients arrest Case background: 52 yo man with schizophrenia admitted from to general medicine from inpatient psych for evaluation of shortness of breath. Nurse was going in to take vitals, thought pt looked strange - called for help