1. Session 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. Anatomy of a Simulation
Learning
Objectives/Competencies
Task analysis data
Event sets/Scenario
Skill inventory/ historical
performance date
Synthetic/ immersive
environment
Performance
measures/dynamic
assessment
Feedback/ instructional
strategy
Performance diagnosis
Adapted from Jan Cannon-Bowers 2005

4. Anatomy of a Simulation
Learning
Objectives/Competencies
Task analysis data
Skill inventory/ historical
performance date
Event sets/Scenario
Scenario
Design
Synthetic/ immersive
environment
Performance
measures/dynamic
assessment
Feedback/ instructional
strategy
Performance diagnosis
Adapted from Jan Cannon-Bowers 2005

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. Tip #1

7. Tip #2

8. Learning objectives
Hint: use strong action verbs
 SMART objectives
 Specific, measurable, appropriate, realistic, t


imebound
Centered around desired
observable behaviors
Achievable for the learner

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. Tip #3

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. What are the Elements of
Scenario Design ?
Tools
 Environment
 Script (Story)

 Patient “states”
 Learner actions
 Trigger events
Confederate roles and instructions
 Facilitator instructions


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. Environmental considerations
setting
 medical equipment
 clinical forms
 Props (moulage?)


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. Important definitions
“State”
 “Triggers”
 “Learner Actions”
 “Confederate”


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. 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. 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. Tip #4

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. Tip #5

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. Tip #6

25. Sample case scenario
Title: Cardiac Arrest / PEA
Learning Objectives:
1.
Demonstrate effective teamwork behaviors in a code
situation
2.
Provide 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 backround: 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