abcdeSIM Serious Game Provides Immersive Simulation Learning Environments

abcdeSIM serious game

Today we look at AbcdeSIM, a successful “serious game” out of the Netherlands. Serious gaming technology not only gives us the tools to create such an immersive environment, it also allows us to train various clinical situations in a relatively short period of time. To ensure the highest quality learning experience, skilled clinicians at Erasmus University Medical Center and other institutions worked together with serious game developers at abcdeSIM and IJsfontein (software developer).

simulating abcde

About AbcdeSIM:

AbcdeSIM is an online simulated emergency department with virtual patients. In an online realistic and immersive emergency department environment doctors and nurses are challenged to care for the sickest patients. Mistakes made in online patients are not fatal as in real-life, but important learning points, thereby improving everyday patient care. Doctors learn to accurately assess the medical condition of each patient, recognize life threatening illnesses and injuries, and resuscitate and stabilize in agina 2 / 6 ordered priority. AbcdeSIM includes a high-fidelity physiological model that contains more than 200 parameters for circulation, respiration and consciousness. This model creates a very realistic and immersive experience in which the trainee can see the direct results of their chosen diagnostics and treatment. Just like flight-simulators have increased airline safety, abcdeSIM aims to cost-effectively increase patient safety.


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There are currently three different versions of abcdeSIM available:

  • For emergency room doctors
  • For nurses
  • For GPs

Each game has its own elearning module prior to the serious game should be played. Also, the Serious Game has an online tutorial that explains the operation of the game and a dummy level where the equipment can be tested on a manikin. Each game then has five game levels and you can gain credits by playing the game.

The abcdeSIM module consists of 3 parts:

  1. The e-learning consisting of 7 chapters (the ABCDE-method, communication and in-hospital transportation of critically ill patients)
  2. A test for which the student must receive a score of 75% or higher to be able the virtual emergency department (the game part of the module)
  3. The Virtual Emergency Department where the student must attend to 6 seriously ill patients. Four patients are treated separately and the 5th and 6th patient are treated at the same time (the learning objective here triaging the severely of illness)

You can view the translated abcdeSim website here, and visit their english page for more english translated resources.


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Recent Simulation Articles from the Journal of Nursing Education

journal of nursing education simulation articles

Today we are sharing a few of this year’s articles from the Journal of Nursing Education regarding simulation. Note, you will need to purchase these articles or have a subscription to access them fully.

Using Simulation Technology to Identify Gaps Between Education and Practice Among New Graduate Nurses by Ruth Everett-Thomas, PhD, RN; Beatriz Valdes, MSN, MBA; Guillermo R. Valdes, DNP, MSN-HCS, RN-BC; Ilya Shekhter, MBA; Maureen Fitzpatrick, MSN, ARNP-BC; Lisa F. Rosen, MA; Kristopher L. Arheart, EdD; David J. Birnbach, MD, MPH. Applied knowledge was observed among nurse groups from a medical–surgical residency program to measure clinical performance during simulation training. Twenty groups of new graduate nurses were observed during five simulated clinical scenarios, and their performances were scored on a 24-item checklist. Nurse groups showed significant improvement (p < 0.001) in applied knowledge in four clinical domains from week 1 to week 5, and the results provided valuable information of the groups’ overall performances. In two of the five scenarios, poor decisions and prioritization of competing tasks were factors associated with lower performance group scores. Complex patient conditions may pose a challenge for new graduate nurses, and standardized training during the residency program may help instructors recognize specific factors to address during the transition from education to practice.

When Is It Okay to Cry? An End-of-Life Simulation Experience By Jennifer L. Bartlett, PhD, RN-BC, CNE; Jenny Thomas-Wright, MSN/Ed, RN; Holly Pugh, MSHA, RN-BC, CHSE :: This article details how a small college of nursing affiliated with a faith-based health care corporation integrated the education of end-of-life care into a megacode simulation. Students participated in a high-fidelity simulated megacode scenario in which the simulator died. Following de-briefing, student groups participated in an additional scenario in which faculty coached them through postmortem care and interaction with a family member and a hospital chaplain. As a result of this multidimensional, interprofessional simulation, students developed heightened skill in applying basic life-saving measures, increased knowledge of and comfort with postmortem care, and increased awareness of the emotions elicited by the experience. [J Nurs Educ. 2014;53(11):659–662.]

Life of a Caregiver Simulation: Teaching Students About Frail Older Adults and Their Family Caregivers By Merle E. Mast, PhD, RN; Erika Metzler Sawin, PhD, RN; Kathleen Anne Pantaleo, BA :: The number of older adults with caregiving needs is rapidly escalating, and the majority of these adults are cared for at home by unpaid family members. Nurse educators must better prepare nurse graduates to meet the needs of this population, as well as to include family caregivers as part of the health care team. This article describes the design, implementation, and preliminary outcomes of a unique learning experience, the Life of a Caregiver Simulation, which uses narrative pedagogy to increase students’ awareness and understanding of the needs of older adults, their family caregivers, and the community services they use. Subjective data from students (N = 25) indicated the simulation served as an effective catalyst for students to experience first-hand and understand the stress and burdens of caregiving.

Effect of Simulation on Knowledge of Advanced Cardiac Life Support, Knowledge Retention, and Confidence of Nursing Students in Jordan By Loai I. Tawalbeh, PhD; Ahmad Tubaishat, PhD :: This study examined the effect of simulation on nursing students’ knowledge of advanced cardiac life support (ACLS), knowledge retention, and confidence in applying ACLS skills. An experimental, randomized controlled (pretest–posttest) design was used. The experimental group (n = 40) attended an ACLS simulation scenario, a 4-hour PowerPoint presentation, and demonstration on a static manikin, whereas the control group (n = 42) attended the PowerPoint presentation and a demonstration only. A paired t test indicated that posttest mean knowledge of ACLS and confidence was higher in both groups. The experimental group showed higher knowledge of ACLS and higher confidence in applying ACLS, compared with the control group. Traditional training involving PowerPoint presentation and demonstration on a static manikin is an effective teaching strategy; however, simulation is significantly more effective than traditional training in helping to improve nursing students’ knowledge acquisition, knowledge retention, and confidence about ACLS. [J Nurs Educ. 2014;53(1):38–44.]

Learn more at the JNE Website!

The Use of Gamification to Boost Residents’ Engagement in Simulation Training

gamification surgical simulation boosts results

Want to increase the utilization of key simulators to improve ROI? Then you need to read this JAMA Surgery article which helped one program reduce cost per hours by over 11 times! ‘The Use of Gamification to Boost Residents’ Engagement in Simulation Training’ by B. Price Kerfoot, MD of Boston Healthcare System and Harvard Medical School and Nicole Kissane, MD, of Boston Medical Center and Boston University.

Abstract: Interval deliberate practice of surgical skills is required for surgical residents to develop and maintain their technical skills. Even 2 weeks without practice on a minimally invasive surgical simulator can lead to a substantial decline in skills.1 In spite of the value of interval simulation training, incentivizing residents to engage regularly in simulation training can be a challenge for many institutions. Can gamification (the introduction of game mechanics to engage users, including but not limited to competition and leaderboards)2 boost residents’ engagement in simulation training? Although game-based learning is cited as an emerging technology likely to have a large impact on education in the next 2 to 3 years,3 little research has been conducted to demonstrate its efficacy for health professional training.4 We investigated whether the introduction of competitive game mechanics into simulator education among residents could significantly boost the use and cost-effectiveness of the da Vinci Skills Simulator (Intuitive Surgical Inc).

Methods: During weeks 1 through 7, residents were invited to use the simulator. A single elimination tournament was then announced via e-mail at the end of week 7. The 16 residents with the highest aggregate scores on 9 exercises on the simulator during weeks 8 through 14 would qualify. Leaderboards were posted via e-mail every 1 to 2 weeks. Tournament prizes ranged from $50 to an iPad (Apple Inc) for the winner. Over all 14 weeks, a $30 travel reimbursement was given to residents not on a VA rotation for each trip to use the simulator. The tournament compared ring-walk simulator and dry-laboratory performance among qualifying residents. Cost estimates include the price of the simulator ($85 000 amortized over 5 years), travel reimbursements, and prizes but not the salary expenses of a simulation coordinator.

Results: Residents, sessions, exercises, and use duration increased by 7-fold, 17-fold, 58-fold, and 32-fold, respectively. After the announcement of the tournament, the estimated cost per hour of simulator use decreased 12-fold from $864 to $74.

Gamifying this training only took the organization of a tournament with the investment of prizes, so it can’t be too hard to replicate these results for your simulation program in key areas!

Read the full article on the JAMA website.

INSPIRE – International Network for Simulation-based Pediatric Innovation, Research, and Education : Free Support Community

pediatric simulation research group

Today an introduction to INSPIRE: International Network for Simulation-based Pediatric Innovation, Research, and Education, a free resource and support group for healthcare simulation champions looking to improve patient care outcomes. This is an incredible resource and should be shared as much as possible! Connect with these groups at IMSH or IPSSW in 2015.

About INSPIRE:

The International Network for Simulation-based Pediatric Innovation, Research, and Education is a rapidly growing, open research network designed to connect and mentor experts and novices across the world in answering important questions on pediatric care through the use of simulation. The INSPIRE Network formed in 2011 from a large group of simulation-based researchers from a variety of disciplines and specialties looking to improve collaboration, mentorship, and productivity.  We merged two large-scale research networks, EXPRESS and POISE, into INSPIRE in 2011.  We are not a formal academic society; rather, we are a bottom-up, grassroots organization that has formed to meet the needs of the rapidly changing landscape of pediatric simulation research.

As of March 13, 2014, INSPIRE maintains an active membership of over 500 simulation enthusiasts across the world in over 26 countries.  We represent the disciplines of medicine, nursing, allied health, pre-hospital care, psychology, engineering, public health, and education.  Although a large number of us work in pediatrics and related pediatric subspecialties, we also have non-healthcare members and those in other medical specialties – including emergency medicine, obstetrics / gynecology, and surgery.  There are no membership fees or ceremonies. We simply want to do good research and outreach and to help others do the same.  Joining is free, and anyone with study ideas looking for guidance or additional sites, or simply an interest in joining a study is welcome to join by emailing us. We do have centralized processes to review study ideas and provide feedback and/or support.

inspire pediatric simulation

INSPIRE Executive Team:

  • Adam Cheng, MD (Alberta Health Services – Alberta, Canada) Co-Chair
  • Marc Auerbach, MD MSci (Yale University – New Haven, CT) Senior Co-Chair
  • Betsy Hunt, MD MPH PhD (Johns Hopkins University – Baltimore, MD) Senior Co-Chair
  • David O Kessler, MD MSci (Columbia University – New York, NY) Research Chair
  • Ralph MacKinnon, MD (Royal Manchester Children’s Hospital – Manchester, England) International Chair
  • Vinay Nadkarni, MD MS (Children’s Hospital of Philadelphia – Philadelphia, PA) Senior Co-Chair
  • Martin V Pusic, MD PhD (New York University – New York, NY)
  • Karambir Singh, MD MPH (Johns Hopkins University – Baltimore, MD)
  • Jordan Duval-Arnould, PhD (Johns Hopkins University – Baltimore, MD) Co-director of Technology
  • Todd P Chang, MD MAcM (Children’s Hospital Los Angeles – Los Angeles, CA) Co-director of Technology

INSPIRE Vision:  Improve the delivery of medical care to acutely ill children by answering important research questions pertaining to pediatric resuscitation, technical skills, behavioural skills, and simulation-based education.

INSPIRE Goals:

  1. Identify consensus research priorities
  2. Facilitate single and multicenter research projects
  3. Build expertise and knowledge
  4. Provide mentorship for new / novice investigators
  5. Promote an International Network for Simulation-based Pediatric Innovation, Research, and Education

Are you headed to IMSH or IPSSW 2015 events?

An INSPIRE @ IMSH or INSPIRE @ IPSSW takes an entire day, in which multiple ALERT presentations of varying different stages of development – some studies barely in the brainstorming phase, and others already completing and looking for the next steps – will get presented.  The focus of the meetings, though, is less about the presentations, and more about active participations.  We devote over 60% of the meeting time for your projects.  We divide up into small teams, gather experts, allow networking, and generally develop your projects forward.

Learn more by downloading the INSPIRE 2014 Organizational report and then connect at INSPIREsim.com !


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Leading Medical Simulation Vendors Have Partnered with Konsiderate!

medical simulation product reviews

Today leading simulation vendors have subscribed to Konsiderate.com to provide more detailed product information, gather testimonials, and to hear your feedback regarding the quality, value and customer service of their products & services! Konsiderate (@Konsiderated) is a community-driven rating and review website for medical simulation products & services. These leading industry vendors understand the benefits that online community-written reviews bring their customers. By partnering with Konsiderate these companies demonstrate their commitment to community feedback regarding the quality, value and customer service of their products and services. You can join 650 other simulation champions from around the world who have been contributing product reviews since January by easily logging in through either your professional LinkedIn or work email accounts.

cae healthcare reviews

Come check out these new company pages, product specs and community-written reviews:


More companies are coming soon to this new simulation champion resource, learn more and sign up at Konsiderate.com!

Examples of How the U.S. Military Trains with Medical Simulation

military medical simulation

Today, two news stories on how the US military is utilizing simulation to train for and improve patient care in combat and hospital scenarios: Above, Hospital Corpsman Cameron Carter works on a life-like mannequin during a combat scenario Thursday during Tactical Combat Casualty Care Course at Naval Hospital Pensacola. The training is designed to prepare corpsman for dealing with trauma in the battlefield. (Photo: Ben Twingley). Watch a video recap of this Pensacola News Journal article at “$67K life-like mannequins provide medical training”  by Staff Writer Marketta A. Davis.

Click to watch the video here.Below, Robert DiBiase Jr., Simulation Curriculum Program Coordinator/Center for the Sustainment of Trauma and Readiness Skills (CSTARS) has posted on his LinkedIn wall this reflection by Staff Sgt. Jennifer Gray, an independent duty medical technician, as she discusses the intense training she received at the CSTARS program at the R. Adams Cowley Shock Trauma Center in Baltimore. The C-STARS program helps the Air Force train and maintain the highest caliber of trauma medics for expeditionary duties. (Produced by Andrew Breese and Tech Sgt. Bennie Davis):

Learn more by reading the PTJ news article or by visiting the C-STARS University of Maryland School of Medicine website.


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You’ll Be Thankful for This Free Medical Simulation Newsletter!

Have you signed up yet for the FREE HealthySimulation.com newsletter? This monthly email provides you with a comprehensive summary of all the latest news, resources, product demos, tutorials and more from HealthySimulation.com’s daily collection of global medical simulation information. Included in this subscription is an access unlock code to the complete HealthySimAdmin video series, eight sessions of administrative content focusing specifically on how to build and manage a healthcare simulation program!

Check out an example and our archive of newsletters!

thanks to simulation

Today in the United States we are celebrating Thanksgiving where we come together to celebrate what we are thankful for. I am thankful that you read HealthySimulation.com and find it useful! When I started this website five years ago I just wanted to learn and share as much as I could about healthcare simulation, and still get excited every month to see just how many others share a similar passion! Thanks for reading HealthySim!

Have a friend and colleague who would benefit from this newsletter? Send them this article through this small link: http://bit.ly/1ClvYwh

Society in Europe for Simulation Applied to Medicine 21st Annual Meeting: Belfast June 24-26

sesam belfast

James Murray MD, Director Clinical Skills Education Centre of the The Queens University of Belfast and friends of SESAM wrote me to share that their next event will be moved to June of 2015 hosted at the Waterfront Hall in Belfast!

About SESAM From Their Website:

Our Mission is to encourage and support the use of simulation in health care for the purpose of training and research. We are not affiliated to any medical or other speciality. Members have a wide and varied background within healthcare and medical education, but all with an interest and passion in medical simulation. If you are using simulation techniques or are considering doing so, please consider supporting the society and join SESAM’s dynamic simulation community as a member.  This will bring you in contact with international protagonists of simulation. Are you planning to host a meeting on medical simulation?  Please consider to make it a SESAM affiliated meeting.  Talk to a member of the EC about the conditions!  Read about the many other networking opportunities, discount options with our affiliated partners and benefits of being a member.

About 2015

Plans for the 21st Annual Meeting of the Society in Europe for Simulation Applied to Medicine in Belfast are progressing and we are looking forward to welcoming you to Belfast in 9 months’ time.  We are taking this opportunity to update you on some important aspects of the conference preparations.

Date Change for 2015: This year we have decided to change the format of the Meeting.We will begin with a half day on Wednesday 24th June 2015 and finish on Friday 26th June 2015.

Announcement of Keynote Speakers: We are very excited to announce three of our Keynote Speakers:

Michael Goode
Michael L. Good,MD, is the ninth and current dean of the University Of Florida College of Medicine, where he focuses on the professional development of nearly 1,000 clinical and research faculty as well as the continued strengthening of the educational curricula for the more than 1,600 learners. Dr. Good serves on the Board of Directors for UF Health Shands and chairs the Board of Directors for the UF Proton Therapy Institute in Jacksonville. In his 20-plus years on the faculty, Dr. Good has held numerous leadership positions at UF and its clinical affiliates. Before being named interim dean of the College of Medicine in May 2008, he served as senior associate dean for clinical affairs in the college and chief of staff for UF Health Shands Hospital and Shands AGH. His leadership experience also extends to the Malcom Randall VA Medical Center and the North Florida/South Georgia Veterans Health System, where he served as chief of staff and system medical director, respectively.

Professor William McGaghie
Bill is the Director, Ralph P. Leischner, Jr. MD Institute for Medical Education
Professor of Medical Education, Loyola University Chicago Stritch School of Medicine. He has published extensively in health professions education, simulation-based education, preventive medicine, and related fields. He holds joint appointments at the Loyola University Chicago Stritch School of Medicine and the Marcella Niehoff School of Nursing. He will offer unique insight into simulation based educational research, faculty development, and interprofessional programs that unite future physicians, nurses, and health science researchers to create a more cohesive team resulting in better patient care.

Pam Kato
Pamela M. Kato, Ed.M., Ph.D. joined Coventry University in the UK in 2014 as Professor of Serious Games to provide strategic leadership to the Serious Games Institute to increase their research impact and create ground-breaking technologies. Dr. Kato received her Masters degree in Counseling and Consulting Psychology from Harvard University and her Ph.D. in Psychology from Stanford University where she also completed her postdoctoral fellowship at the Stanford University School of Medicine. As the founding President and CEO at HopeLab in Silicon Valley, she led the efforts to develop and conduct research on Re-Mission, a ground-breaking serious game shown to improve adherence to cancer treatment among young people with cancer in the most scientifically rigorously designed randomized trial on a video game to date. As the owner of P. M. Kato Consulting, she helped companies make award-winning and effective serious games for health. Her clients included Healthy Solutions, Grendel Games (Netherlands), Sanofi-Aventis (France), Janssen Pharmaceuticals (Belgium), the Ministry of Health Holdings (Singapore) and Halmstad University (Sweden). Her research appears in peer-reviewed journals and she writes about her work in an award-winning blog (pamkato.com). She was a guest professor at the University of Applied Sciences Salzburg in 2012 and adjunct faculty at University College Utrecht. She also held a positon as Adjunct Clinical Instructor at Stanford Hospital in Pediatrics from 2001 to 2008 and was a Visiting Scholar at MIT in their Comparative Media Studies from 2002 to 2003.

Learn more about this meeting at the SESAMBelfast2015.com website!


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TeamSTEPPS Online Master Trainer CE Course Now Available for FREE!

teamstepps free training

Thrilled to share that the AHRQ has enabled all of us to take their TeamSTEPPS team-based communication master trainer course for FREE!  TeamSTEPPS is the “healthcare version” of aviation’s CRM communication tool which has proven to dramatically reduce errors in the field. This is the best communication model available for practicing in your healthcare simulation programs!

Our good friend Dr. Timothy Clapper PhD has written numerous articles on how TeamSTEPPS can be utilized in simulation training, as well as presented on the topic as the SimGHOSTS 2013 Keynote Address.

Learn more & register for the next course at the AHRQ.gov website!

What is TeamSTEPPS specifically?

TeamSTEPPS is a teamwork system designed for health care professionals that is:

  • A powerful solution to improving patient safety within your organization. An evidence-based teamwork system to improve communication and teamwork skills among health care professionals.
  • A source for ready-to-use materials and a training curriculum to successfully integrate teamwork principles into all areas of your health care system.
  • Scientifically rooted in more than 20 years of research and lessons from the application of teamwork principles.
  • Developed by Department of Defense’s Patient Safety Program in collaboration with the Agency for Healthcare Research and Quality.

TeamSTEPPS provides higher quality, safer patient care by:

  • Producing highly effective medical teams that optimize the use of information, people, and resources to achieve the best clinical outcomes for patients.
  • Increasing team awareness and clarifying team roles and responsibilities.
  • Resolving conflicts and improving information sharing.
  • Eliminating barriers to quality and safety.

free master trainer communication course

More about the NEW Online Master Trainer Course

The TeamSTEPPS® 2.0 Online Master Trainer Course consists of 11 modules, 8 of which offer continuing education (CE) credits. Learners in a cohort or noncohort group completing the full course of all 11 modules and a coaching session with a TeamSTEPPS Master Trainer (also known as a teach-back session) not only receive CE credits, but can also receive certification as a Master Trainer. Learners can also choose to complete individual modules for CE credits only.

   For example:

  • Reynolds Army Community Hospital in Oklahoma decreased delays in surgery start times, and increased productivity just 6 months after implementing TeamSTEPPS.
  • Montgomery Community Hospital, a critical access hospital in North Carolina, improved efficiency and effectiveness in high-risk pediatric situations.
  • Madigan Army Medical Center in Washington State improved the time from decision to performance of an emergency Cesarean section, with no adverse outcomes for either the mother or the child.

We encourage potential master trainees to review the readiness assessment checklist to determine if this is the right time to begin implementation of the TeamSTEPPS initiative.

While multiple online classes will be made available throughout 2014-2015, the first course offerings include:

  • Self-Paced (Noncohort) 1: Class starts January 7, 2015, limited to 350 participants.
  • Group-Paced (Cohort) 2: Class starts January 12, 2015, limited to 100 participants.

The course timing and activities are:

Group-Paced (Cohort): Complete all 11 modules, view 3 Webinars, and teach a module to at least one Master Trainer in as few as 33 days but no longer than 120 days.

Self-Paced (Noncohort): Complete all 11 modules, and teach a module to at least one Master Trainer within 210 days.

While the course is offered at no cost to participants, AHRQ has committed significant resources to make the class available online. Professionals who want to be certified as Master Trainers will need to create a change team, submit a draft change plan and write a letter of commitment prior to enrolling in the course . Professionals wishing to obtain free continuing education credits but not complete the full course can still complete individual modules to develop mastery of teamwork concepts.

Modules:

1: Introduction (No CE credits) – Provides an overview and examines the science of team performance, beginning in aviation and migrating to health care. Discusses why patient safety is so important and how teamwork can make a difference

2: Team Structure (.75 CE credit) – This is the first step in implementing a teamwork system. Delineates fundamentals, such as team size, membership, leadership, identification, and distribution.

3: Communication (1.0 CE credits) – The focus is on how to communicate effectively through standardized information exchange strategies, such as SBAR, check-back, callout, handoff, and checklists.

4: Leading Teams (1.25 CE credits) – Identifies key behaviors that leaders need to make sure teams perform effectively and attain desired outcomes. Introduces brief, huddle, and debrief skills.

bCE credits) – Discusses gaining or maintaining an accurate awareness and understanding of the situation in which the team is functioning. Results in situational awareness and, ultimately, a shared mental model among team members.

6: Mutual Support (2.0 CE credits) – Reviews backup behavior that allows teams to become self-correcting, distribute workload effectively, and regularly provide feedback. Introduces specific approaches to managing conflict; each team member becomes a part of the safety net.

7: Summary (No CE credits) – Provides an opportunity for participants to review and analyze a video case study.

8: Change Management (1.75 CE credits) – Realizing change is difficult, introduces John Kotter’s eight-step model for successful change efforts. Discussion of each step includes its implications for the change effort.

9: Coaching (2.0 CE credits) – Coaching describes a specific action, such as encouraging, reinforcing, giving feedback, and demonstrating. As coaches are important change agents and assist with implementing teamwork initiatives, the session will discuss aspects of coaching as key components in an organization’s change strategy and plan.

10: Measurement (1.50 CE credits) – Measurement helps determine if TeamSTEPPS® worked. Discusses the Kirkpatrick model of training evaluation and identifies measures that can be used to assess the impact of TeamSTEPPS®.

11: Implementation Planning (2.25 CE credits) – Based on the principle of improving health care quality and safety by improving clinical processes. Focuses on developing an actionable implementation plan for your organization.

Learn more & register for the next course at the AHRQ.gov website!

Example of Simulation Lab Faculty, Staff and Learner Roles & Responsibilities Breakdown

example of roles and responsibilities in medical simulation program

Available below is one of numerous program policies and procedures guides our team developed while I was director of the  Clinical Simulation Center of Las Vegas. These guidelines were created in-order to maximize the results of simulated learning experiences, which requires the coordination of many “moving parts”. Here are a few excerpts from the document:

Staff responsibilities

  • Approve requested schedules. Verify schedule confirmation to faculty or notify of any conflicts.
  • Prepare necessary supplies, medications, IVs, etc for each scenario
  • Program the scenario
  • Conduct “dry run” of all new cases with each instructor
  • Prepare the simulation room and technology based on assigned cases for the day and faculty’s prep list

Learner responsibilities

  • Arrive on-time for Simulation. Note: consequences for late arrival will be determined by faculty
  • Maintain Dress Code as outlined in CSCLV Policy and Procedures
  • Watch Orientation Videos as appropriate
  • Demonstrate motivation and the necessary cognitive preparedness
  • Demonstrate professional behaviors as outlined in “Participation Agreement” & the CSCLV Learner Policies and Procedures manual.

Simulation instructor responsibilities

Prior to Sim Day:

  • Determine each semester who will be the instructor(s) for the semester
  • Schedule simulation days/times with CSCLV prior to the start of the semester
    • Include the instructor(s) who will be in attending the session
    • Include the scenario(s) to be used

On Sim Day:

  • Lead faculty must arrive at the Simulation Center ½ hour for huddle with staff before the first scenario is scheduled to begin. If faculty are more than 15 minutes late to huddle and do not provide notification, session can be cancelled by simulation staff.
  • Provide learners a brief orientation on their roles and responsibilities and the simulation area at the start of each day
  • Manage the live scenario from the Simulation Control room, and respond appropriate to learners’ actions. This may require altering the scenario as learners’ create their own experience.
  • Serve as the voice of the patient

Download the Complete CSCLV Simulation Roles & Responsibilities Document