Simulation
Elective
Unit Lead: Paul Olszynski
Unit Supervisors: Joann Kawchuk, Robert Carey
This unit focuses on the competencies a Clinician Educator (CE) needs in order to develop and integrate simulation-based education into a curriculum. The CE will become a locally available resource for faculty development in simulation, helping to build capacity and to increase the delivery of simulation-based education.
Prerequisites (recommended): Assessment Unit
Competencies Addressed in this Unit
- Design simulation-based learning activities for incorporation into a larger curriculum
Key Documents
- Official Royal College Requirements for the Simulation Unit
- Check-in and check-out forms
- Final Unit Report (to be completed by Unit Supervisor)
- Simulation Task List
- Reading List (see below)
- Complete set of documents
Objectives
By the end of this unit, the CE will be able to:
- develop a simulation-based learning activity
- demonstrate the appropriate integration of simulation into a curriculum
- design simulation scenarios
- lead a simulation-based learning activity
- integrate CanMEDS competencies and interprofessional activities within simulation scenarios where appropriate
- provide effective debriefing
- evaluate simulation-based activities
Reading Lists
- Cook DA, Brydges R, Zendejas B, Hamstra SJ, Hatala R. Mastery learning for health professionals using technology-enhanced simulation: a systematic review and meta-analysis. Acad Med. 2013 Aug;88(8):1178-86.
- Ericsson KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med. 2004;79(1):S70–81.
- Fanning RM, Gaba DM. The role of debriefing in simulation-based learning.SimulHealthc. 2007;2(2):115–25.
- Andreatta P, Saxton E, Thompson M, Annich G. Simulation-based mock codes significantly correlate with improved pediatric patient cardiopulmonary arrest survival rates. Pediatr Crit Care Med.2011;12(1):33–8.
- Barsuk JH, McGaghie WC, Cohen ER, O’Leary KJ, Wayne DB. Simulation based mastery learning reduces complications during central venous catheter insertion in a medical intensive care unit. Crit Care Med.2009;37(10):2697–701.
- Cleland JA, Abe K, Rethans JJ. The use of simulated patients in medical education: AMEE Guide No 42. Med Teach. 2009;31(6):477–86.
- Cook DA, Hatala R, Brydges R, Zendejas B, Szostek JH, Wang AT, et al. Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. JAMA. 2011;306(9):978–88.
- Issenberg SB, McGaghie WC, Petrusa ER, Gordon LD, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 2005;27(1):10–28.
- McGaghie WC, Issenberg SB, Cohen ER, Barsuk JH, Wayne DB. Medical education featuring mastery learning with deliberate practice can lead to better health for individuals and populations. Acad Med. 2011;86(11):e8–9
- Rudolph, J. W., Simon, R., Rivard, P., Dufresne, R. L., & Raemer, D. B. (2007, June). Debriefing with Good Judgment: Combining Rigorous Feedback with Genuine Inquiry. Anesthesiology Clinics.
- Salas E, DiazGranados D, Weaver SJ, King H. Does team training work? Principles for health care. Acad Emerg Med.2008;15(11):1002–9.
- Wayne DB, Didwania A, Feinglass J, Fudala MJ, Barsuk JH, McGaghie WC. Simulation-based education improves quality of care during cardiac arrest team responses at an academic teaching hospital: a case-control study. Chest. 2008;133(1):56–61
- Boulet JR, Murray DJ. Simulation-based assessment in anesthesiology: requirements for practical implementation. Anesthesiology.2010;112(4):1041–52.
- Cheng, A., Grant, V., Dieckmann, P., Arora, S., Robinson, T., & Eppich, W. (2015). Faculty development for simulation programs: Five issues for the future of debriefing training. Simulation in Healthcare, 10(4), 217–222.
- Cook DA, Brydges R, Zendejas B, Hamstra SJ, Hatala R. Technology-enhanced simulation to assess health professionals: a systematic review of validity evidence, research methods, and reporting quality. Acad Med. 2013 Jun;88(6):872-83.
- Cooper JB, Taqueti VR. A brief history of the development of mannequin simulators for clinical education and training. Postgrad Med J.2008;84(997):563–70.
- Leblanc VR. Review article: simulation in anesthesia: state of the science and looking forward. Can J Anaesth.2012;59(2):193–202.
- Savoldelli GL, Naik VN, Park J, Joo HS, Chow R, Hamstra SJ. Value of debriefing during simulated crisis management: oral versus video-assisted oral feedback. Anesthesiology.2006;105(2):279–85.
- Sawyer, T., Eppich, W., Brett-Fleegler, M., Grant, V., & Cheng, A. (2016). More Than One Way to Debrief. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 11(3), 209–217.
- Dankbaar, M. E. W., Roozeboom, M. B., Oprins, E. A. P. B., Rutten, F., Van Merrienboer, J. J. G., Van Saase, J. L. C. M., & Schuit, S. C. E. (2017). Preparing Residents Effectively in Emergency Skills Training with a Serious Game. Simulation in Healthcare, 12(1), 9–16.
- Eppich, W., & Cheng, A. (2015). Promoting excellence and reflective learning in simulation (PEARLS): Development and rationale for a blended approach to health care simulation debriefing. Simulation in Healthcare, 10(2), 106–115.
- Hunt, E. A., Duval-Arnould, J. M., Nelson-McMillan, K. L., Bradshaw, J. H., Diener-West, M., Perretta, J. S., & Shilkofski, N. A. (2014). Pediatric resident resuscitation skills improve after “Rapid Cycle Deliberate Practice” training. Resuscitation, 85(7), 945–951
We do our best to keep our reading lists up to date, however some articles may not always be relevant or accessible without permissions. If you find an article that is unavailable, please let your supervisor know. Please also let your supervisor know if you have suggestions for other resources.