ICN Victoria presents Dr Sam Radford, Austin Intensive Care Specialist talking on the art and the science of debrief and simulation for ICU teaching.

1. Simulation as an Educational Tool
Sam Radford

2. Introductions
•Who you are?
•Where are you based?
•Simulation Experience to date:
–Learner
–Facilitator
–Debriefer

3. Simulation and Learning Environments
•Safe
•Challenging
•Engaging
•Supportive

5. Confidentiality
•Performance
–Observed
–Video capture
•Intellectual property - Scenario
•Forms

6. Fiction Contract
•Suspension of Disbelief
•Play along
•Trick the senses (sight, sound, smell??)
•Identify and engage the “non-believers” early
•https://www.youtube.com/watch?v=guJ71nHlWCk

7. Equipment
•It is not about the dummy, you dummy?
–How does simulation help your learners achieve your learning
objectives?, NOT
–What things can my mannequin do?
•Task trainers
•Mannequins (low and high fidelity)
•Simulated patients
•Role play
•Hybrid trainers

8. Cost of entry?
•$ vs $$$$$$
•Apps
–SimMon
–SimMonitor
•Medical Crisis Management - Improving Performance under
Pressure
–Carole Foot, Liz Steel, Dylan Campher, Erudite Press

9. Where to simulate?
•In-situ
•Dedicated simulation training centres
•Simulation as a laboratory
–test systems
–test equipment
–research team performance
•High stakes assessment eg CICM Fellowship exam
–Validity
–Reliability

10. What to Simulate?
•Knowledge
•Technical skills
•Non-technical skills

11. Growing your simulation skills
•Go on a course
•Download an app
•Find a mannequin - find out what it can do
•Observe how the technical aspects work
•Observe how debriefers work
•Be a co-debriefer
•Drive the mannequin
•Go on a debriefing course

12. Finally
•Be safe
•Look after each other
•Have fun