Using Simulation in Primary Care Training - ntgpe

Using Simulation in PrimaryCare TrainingDr Tamsin Cockayne – Director of Medical and Cultural EducationDr Mark Cavill – Medical EducatorIrwyn Shepherd – Simulation Technical AdvisorNTGPE , AustraliaMarch 2012

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What is Simulation?• Small Group Discussion– Define Simulation– Have you ever used it as a teaching orlearning tool? – life/healthcare– How might you use it in Primary HealthCare in the NT?

What is Patient Simulation (PS)?“simulation is a technique – not a technology –to replace or amplify real experiences withguided experiences, artificially contrived, thatevoke or replicate substantial aspects of thereal world in a fully interactive manner”Gaba, DM: (2004) The future vision ofsimulation in healthcare, Quality inSafety and Health Care, 13: pp. i2 - i10

Types of simulation• Mannikin vs real people• High fidelity vs low fidelity

Why use Simulation in Healthcare?• More dynamic learning environment• Helps close the theory - practice gap• Helps us practice things we rarely see inpractice and get good at them, safely

Kolb and Miller examplesKolb’s Learning Cycle

Kolb and Miller examplesMiller’s Pyramid

Monsters Inc Simulation

Developing a SimulationLearning PlanObjectives of the session• what are critical thinking points & decision steps youwant to see done / consideredSet UpScript• setting the scene, setting the rules• equipment you need, fidelity• how much info• obs, progressionTiming• Setup / scenario length / feedback

Learning Outcomes (LO)What are Learning Outcomes (LO)?Outcomes are usually expressed as knowledge,skills, attitudes or valuesWhat are the characteristics of good LO?They specify an action by the student that must beobservable, measurable and able to bedemonstrated!

Exercise 1As a group develop a scenariousing the template provided

Debriefing: WhyReflective LearningTransfer experienceto real lifeSupportiveExperiential /Emotional

Debriefing: How• Discuss strengths first• Then weaknesses• Identify goals for improvement• Cover any special moments• Link events to the real world• Two way process

Debriefing: How (2)A Basic StructureVentingDescriptive PhaseAnalytical PhaseGeneralisation

Debriefing:VentingDescriptive PhaseAnalytical PhaseGeneralisation• Emotional energy• Ground Rules• Clarify what you want to achievefrom the debriefHow do you feel now?What was it like in thescenario?

Debriefing:VentingDescriptive PhaseAnalytical PhaseGeneralisation• Summary of the events – learneror leader• Chronological order• Original problems, assessment,treatments“Can you summarise theevents of the scenario andwhat you did”Engage the rest of the group

Debriefing:• Bulk of timeVentingDescriptive PhaseAnalytical PhaseGeneralisation• Participants analyse the events• Identify strengths first, thenimprovements• Analyse medical / technical /participant engagement• Any salient moments‘’What did you do well inthis scenario – why?’’‘’Anything you would youwould do differently?’’

Debriefing:VentingDescriptive PhaseAnalytical PhaseGeneralisation• Generalising what was learnt tothe next scenario.• Relating to the workplace, past /future.“Have you taken something newaway from the scenario?”“Will this change any aspect of yourpractice at work tomorrow?”“What have you learnt?”

Summary• Create a safe learning environment• Have a structure• Be Learner not Teacher Centred• Positive experience• Keep to time

Exercise 2In your groups think about some waysyou might debrief your scenario

Exercise 3Time to run a scenario