Program

Registration – Level 4

Registration – Level 3

Registration – Level 3

Registration – Level 3

This workshop will demonstrate a proof of concept for the technology related to remote simulation and explain the technology required (hardware, software, web services and other components) required to create to host it successfully.

• To demonstrate a proof of concept for the technology related to remote simulation
• To explain the technology required (hardware, software, web services) required to create a remote simulation scenario
• To indicate the differences and challenges in communication and teaching requirements when teaching through simulation remotely.

5-30 minutes: Demonstration: Faculty and Technical Co-ordinator run high-fidelity scenario on site, connecting to the distant site (at SCSSC) where a group of people will enter a medical emergency scenario, and then will be debriefed. Participants in the workshop will be able to directly observe the Faculty and Technical Co-ordinator produce the scenario remotely at the SCSSC

30-50 minutes: A description of the technical requirements and the schematic for creating a remote simulation environment (including equipment, connectivity and remote control of equipment)

50-60 minutes: A discussion of the differences in running simulation remotely from a teaching perspective.

60-90 minutes: Q&A with the workshop facilitators, and an opportunity to try the equipment

The workshop will guide participants so as to experience the process of a curriculum design: participant analysis of learning concepts, participant engagement in self-directed learning, participant feedback as resource sessions (short resource demonstration by facilitators to guide appraisal of strategies employed, suggestions for improvement provided by participants), participants accessing video clips of simulation sessions and the various types of scaffolding learning activities used in integrated learning modules implemented for 2nd and 3rd year nursing students in 2010.

• Demonstrate Practice Based Simulation Model (PBSM) as the basis for modelling best practice simulation integrated curriculum model
• Engage workshop participants in a critical review of the demonstrated curriculum model
• Take participants through the process of developing a simulation centered course.
• Explore a range of scaffolding strategies to maximise simulation learning outcomes

• Introduction (10 mins) Objectives, what we know
• Setting the context (15 mins) Presentation of PBSM
• Concept mapping (20 mins) Analysing and clustering of learning concepts
• Plan of scaffolding learning events (20 mins)
• Plan for assessment (15 mins)
• Conclusion (10 mins)

1. Practice identifying critical incidents in debriefing during role-play by workshop presenters
2. Develop and try out strategies to mitigate or reverse these behaviours
3. Receive by email a summary of learning points identified by participants during the workshop wrap-up.

• Introduction to the topic including sample of participants' personal experiences of critical incidents during debriefing. (15min)
• Role-play by presenters followed by brief discussion as a large group to identify specific critical incident demonstrated. (5min)
• Participants break into groups of 5 to discuss their personal strategies to manage the critical incident. (5min)
• Role play by presenters continues as 1-2 "debriefers" from each group try out managing the incident for 2-3 min while observed by the other groups, with discussion to follow as a large group. (15 min) Repeat role-play / discussion as time permits...
• Wrap-up of the session, inviting participants to contribute a personal learning point from the workshop. These will be noted, and a summary emailed to all participants after the conference. (10 min)

• Discuss team training initiatives and how simulation can be incorporated successfully in community hospitals with more limited resources
• Develop programs to address patient safety goals that would be effective in participants' facilities
• Demonstrate ways that programs will be "sold" to administration and staff participants to promote success

This session will begin with some general questions on participant's experiences with simulation and team training, the level of success and buy in to date, and anticipated future programs. Other considerations include developing a simulation program philosophy, training educators for facilitation and debriefing, and evaluation.

Case studies on programs to be developed, based on the upcoming patient safety goals, will be used in small group work to promote discussion and problem solving. Each group will then report back on how they might best design an initiative and obtain administrative buy in and participant satisfaction on a limited budget and staffing.

• The participants will have been immersed into a serious game
• The participants will have a copy of The Trade Game to use in their own educational programs
• The participants should have a better understanding of how to debrief games
• The participants should have a better understanding of how to design games
• The participants should have had fun

The Trade Game is a generic game designed to demonstrate how people behave when under pressure and faced with uncertainty. The Trade Game works as a physical and mental arousal activity that can be used to explore the following issues:

• Human Behaviour, Leadership, Teamwork and Social Identity
• Decision-Making in Complex Situations
• Workload and Meta-Cognition
• Educational Design and Debriefing Techniques

The skills and behaviours tackled through The Trade Game can be the same as those in high-fidelity simulations; however, the trade game is both cheaper and can be effective with larger groups than those found in the typical clinical simulation scenarios. The trade game is not designed to replace simulations, but rather to augment the learning experience. Since the game has no clinical component it provides an effective method to get the participants to focus on non-clinical skills and behaviours.

The Trade Game can be relatively quick to play with some sessions as short as 20 minutes; however, it can be used for a 4 hour workshop for debriefing techniques. This workshop will use The Trade Game to examine how games can be included in a range of simulation activities from CRM courses to instructor training courses.

Moulage is currently used to simulate injuries for the Pre-Hospital Trauma Life Support courses as well as ‘in-house’ courses delivered at the Queensland Health Skills Development Centre. Through the increased awareness and participation in simulation based training the need for moulage skills and techniques has also increased.

Summary of Workshop: Moulage is currently used to simulate injuries for the Pre-Hospital Trauma Life Support courses as well as 'in-house' courses delivered at the Queensland Health Skills Development Centre. Through the increased awareness and participation in simulation based training the need for moulage skills and techniques has also increased.

The aim of this workshop is to provide participants an opportunity to explore and create visual clues which would enable diagnosis in a simulated environment through the process of abstraction.

Topics Covered

• Introduction to moulage materials and tools
• Basic colour theory
• Create minor wounds, scratches, abrasions, minor lacerations and burns
• Observe development of major limb fracture
• Free time to develop simulated injuries to meet specific needs of individual participants

Participants will also be given handouts containing recipes and tips on simulation mixtures and fluids

Bios of Facilitators: Tracey Beacroft is a Registered Nurse with qualifications in A&E, Trauma and ICU Experience in medical aviation simulation and trauma training.

Review of incident information in NSW and Vancouver Coastal Health highlights a sub-optimal level of understanding by health professional and management of how often the environments in which they work lead to unintended risk to patients. Sharing real examples of risks to patient safety from both countries, an analysis of frameworks, techniques and solutions will assist participants in interpreting learnings to their own healthcare service.

This workshop aims to assist those individuals with an interest or need to understand human factors in health care delivery with the application of practical tools for ensuring patient and staff safety. Discussion will also describe successful implementation strategies of human factors principles in a large health region.

• Identifying where human factors issues may be applied prospectively or retrospectively, including using incident and risk notifications
• Developing and interpreting human factors evaluations for hospital procurement processes, including heuristic evaluations, cognitive walkthroughs, usability testing)
• Engaging management and industry in addressing the problems identified in specific evaluations
• Utilizing real examples from Canadian and Australian healthcare environments

• Why do I need to do anything? – Incident reporting and other prompts for action e.g. literature, evidence from other services, complaints, risk assessments, upgrades/changes of process, environment or equipment due to external drivers (20 minutes)
• Human Factors evaluations and stakeholder involvement – What, how, who, when? Theory and examples – Interactive discussion / presentation (45 minutes)
• Articulating solutions and benefits – Examples (15 minutes)
• Questions (10 minutes)

• Set the challenge of devising a plan to run a simulation for a large cohort of participants (eg undergraduate nursing students) within existing time and human resource constraints. (20 mins)
• In groups, participants will be facilitated in devising strategies to meet the set challenge. (20 mins)
• Feedback from each group on how the challenge was met. (20 mins)
• Participants will be assisted in drafting a schedule to deliver a simulation for large numbers of learners utilising strategies raised in the workshop. (20 mins)
• Open discussion and summary (10 mins)

This workshop will use the opportunity to prepare for the following "SimWars" session to reconfigure a conference room into a simulation space. The technical team will walk the participants through the process they will be using to create the simulation experience. This will involve considering a room's physical space and configuration, staging, positioning of cameras and microphones, providing a clinical workspace, positioning debriefers and audience members, and the fidelity required to achieve the objectives. Participants will join the team in the set-up process. The lessons learned here will be widely applicable to other educational spaces.

The facilitators from the University of Tasmania School of Medicine, which will include some of the CTAs themselves, have current experience in the successful development of a community-based MCTA program.

The session will commence with an introductory presentation on MCTA programs, followed by a facilitated discussion to define the key issues in program development (approx. 40 minutes). Break-out groups will then be formed to workshop strategies to deal with these with particular reference to local or community resources (approx. 60 minutes). Presenters will be allocated to each of the groups to provide input as required, and to initiate discussion. Groups will report back at the end of the session (approx. 20 minutes). Salient points will be summarised in a document to be provided to participants, and intended to serve as the nucleus for local MCTA training manuals.

This workshop will introduce participants to this type of simulation, and provide participants an opportunity to preview the modules and develop plans for incorporating them into their own educational programs.

• Become familiar with the model for SMS, including its extensive use and validation outside clinical medicine
• Understand the rationale for development of SMS-derived modules that can be used in advanced medical education programs
• Consider the specific measures that can be assessed using SMS and their relevance to medical education
• Preview modules for surgery and internal medicine

• Introductions (10 min)
• History of SMS, validation and use to date (15 min)
• Development of SMS-based modules for medical education (10 min)
• Measures: background and discussion (15 min)
• Hands-on module preview and role play (20 min)
• Brainstorm use in participants' programs (10 min)
• Wrap-up/Next Steps (10 min)

This is designed to be a highly interactive working session. The first 20 minutes of the workshop will present important background material about SMS and the adaptation to specific medical scenarios for trainees. Questions will be welcomed and encouraged. In the session on measures, we will present a brief overview of the measures that can be assessed using this technology. Participants will have the opportunity to play the role of resident or faculty as they work through a module. This hands-on experience will then inform the final portion of the workshop where attendees will work is small groups to consider how such simulations might be introduced into their current educational settings.

• Underpinning curriculum principles
• Use of ‘capstone’ streams / subjects for teaching and assessment
• ‘Cross-functional teaching team’ approach
• Application of teaching methodologies designed to facilitate the integration of knowledge and practice including: case-based tutorials, interactive lectures; manikin-based lectures and tutorials; e-learning; skill laboratories; immersive simulation using low-high fidelity simulators and standardised patients.

At the completion of this workshop participants shall be able to:

• Outline the key elements of the FIT Curriculum Model;
• Identify the barriers and challenges associated with the implementation of an integrated curriculum model;
• Implement appropriate strategies to ensure the effective application of an integrated curriculum and related teaching methodologies; and
• Explain a range of delivery approaches aimed at achieving optimal integration of theory and practice in undergraduate nursing / health professional education.

• Introduction & overview (presentation & large group discussion) (30 mins)
• Identification of barriers / challenges / solutions (small group activity & large group discussion) (30 mins)
• Cross-functional teaching teams' – (small and large group discussion) (30 mins)
• Teaching and learning methodologies that enhance knowledge integration – (small & large group discussion) (30 mins)

In this workshop, participants will develop a range of formative assessment tools that they can use in their role as simulation-based educators in order to review areas of a curriculum that need to be developed, changed or taught differently.

Learning Objectives

• Understand the different types of formative assessment beyond knowledge-gap identification.
• Develop various types of formative assessment tools.
• Determine and provide the rationale for the use of appropriate formative assessment tools in simulation-based education.

Outline of intended activities

• Introduction: discussion re various types of assessment and the educational principles behind the use of formative assessment.
• Interactive session (short videos and discussion): to illustrate the importance of defining clear learning objectives in line with training needs analyses.
• Small group work: groups of 6 will analyse case studies and then be assisted to develop appropriate formative assessment tools.
• Interactive session to analyse the formative assessment tools developed by each group, and to demonstrate the ways in which they can be used for the continuous improvement of simulation-based teaching and curricula.
• Interactive wrap-up session: to synthesize the content of the workshop using mock courses to help participants identify specific ways in which they can use various formative assessment tools in their own workplace.
• Participants will be given templates: for their use in the development of formative assessment tools.

• Carolyn Cason – Professor and Associate Dean for Research Director Center for Nursing Research Administrator, Smart Hospital, Genomics Translational Research Laboratory, and Smart Care College of Nursing, University of Texas at Arlington, USA
• Amitai Ziv – Director, Risk Management Quality Assurance, and Medical Education Director, Israel Center for Medical Simulation, Israel
• Karim Qayumi – Professor of Surgery and Director of the UBC Centre of Excellence for Simulation Education and Innovation, Vancouver, Canada
• Katie Walker – Project Manager, National Health Workforce Agency, QLD
• Jane Torrie – Senior Clinical Lecturer University of Auckland and Specialist Anaesthetist Auckland City Hospital, NZ

Where is the simulation community up to in terms of standardising education, ensuring minimum competencies for professionals and integrating simulation into curricula? Has simulation improved real patient outcomes or advanced the patient safety movement? Discussion will include current measures of our progress and what the next steps might be for simulation programs and the broader community.

• Ms Sue Ballinger-Doran, RN, Simulation Instructor, Southern Health Simulation Centre
• Dr Paul Heinrich, Creative Director, Pam McLean Centre, University of Sydney
• Dr Stuart Marshall, Head of Research, Southern Health Simulation Centre, Adjunct Lecturer in Anaesthesia and Peri-operative Medicine, Monash University
• Professor Debra Nestel, Professor of Medical Education, Gippsland Medical School, Monash University
• Associate Professor Jennifer Weller, Director, Centre for Medical and Health Sciences Education, University of Auckland

This roundtable discussion will explore the issue of ‘realism’ in healthcare simulation-based education and training, with a particular focus on simulations used for teamwork and communication training.

There are no published data revealing a direct relationship between ‘realism’ and training effectiveness despite this being a commonly held belief. We do not know what degree of replication of a clinical encounter is necessary to achieve our learning goals. If only partial replication is adequate, we need to understand which parts of the environment, or the clinical encounter, are important to retain in a simulation, and which parts are not necessary. This is important for reasons of training design and, consequently, educational effectiveness. It also has economic implications since cost is often cited as a barrier to simulation training.

The session will open with an exploration of what we mean by the term ‘realism’, and whether or not this is the most appropriate term. The panel, and the audience, will then respond to a series of statements illustrating a range of views on the issue of ‘realism’.

• Marcus Watson – Executive Director Clinical Skills Development Service, Queensland Health, Schools of Medicine & Psychology, The University of Queensland, QLD
• Karim Qayumi – Professor of Surgery and Director of the UBC Centre of Excellence for Simulation Education and Innovation, Vancouver, Canada
• Jennene Greenhill – Director, Flinders University Rural Clinical School, SA
• Pamela Andreatta – Assistant Professor of Medical Education, Obstetrics & Gynecology, University of Michigan, USA
• Michael Seropian – Professor of Anesthesiology and Paediatrics Oregon Health and Sciences University, President Society for Simulation in Healthcare, Oregon, USA

• How do you construct a Sim learning network to provide services to rural areas?
• What are the advantages of having a central hub?
• How do we enable individual facilities to individualise their training programs while ensuring uniformity in standards?
• Are Mobile centres cost effective?
• What is the future for virtual sim learning?

Panellists will be asked to address these questions from their own perspective and experience.

This breakfast will stimulate an engaging debate between all those present, to share ideas on the benefits and barriers to providing rural based simulation education.