International Association for Medical Education Provides Upcoming Simulation Webinars

amee simulation

More webinar opportunities on the way to you sim champ! This time the international learning webinars come to us from AMEE:

About AMEE

The Association for Medical Education in Europe (AMEE) is a worldwide organisation with members in 90 countries on five continents. Members include teachers, educators, researchers, administrators, curriculum developers, deans, assessors, students and trainees in medicine and the healthcare professions.

AMEE promotes international excellence in education in the healthcare professions across the continuum of undergraduate, postgraduate and continuing education. AMEE, working with other organisations, supports teachers and institutions in their current educational activities and in the development of new approaches to curriculum planning, teaching and learning methods, assessment techniques and educational management, in response to advances in medicine, changes in healthcare delivery and patient demands and new educational thinking and techniques.

About the SIME Webinars

Simulation in Medical Education (SIME) is brought to you by the AMEE Simulation Committee and is a series of free webinars focusing on the topic of medical education simulation presented by professionals and experts in the field.


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All Simulation in Medical Education (SIME) sessions are open access. Instructions to access the Adobe Connect Room for this session can be found below.

Remaining 2015 Schedule (Two Webinars):

1) Presenter: Nancy McNaughton, University of Toronto, Canada
Topic: ‘Ethics of simulation practice
Date: Wednesday 18 November 2015
Time: 1400 UK/GMT

Background:
Education is an ethical undertaking and as such requires conversations about the value of different methodologies and equally the potential effects that approaches like live simulation may have on learner and teacher alike. Ethics in this context is “related to a play of complexity that binds the cognitive to the emotional, the intellectual to the affective and connects them all to a socially embedded ethics of sustainability. (Braidotti, 2006). Attendant psychological risks to identity and unintended emotional effects need to be taken into account when planning, designing and implementing simulation based educational, research and assessment activities.

2) Presenters: Dr. Walter Eppich, Northwestern University Feinberg School of Medicine, USA & Dr. Kristian Krogh, Aarhus University, Denmark
Topic: ‘Lessons learned from healthcare debriefing to feedback conversations in clinical practice
Date: Tuesday 15 December 2015
Time: 1600 UK/GMT

Visit the AMEE Website to register for this and future Simulation Webinar events!


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Dr. Hyun Soo Chung Opens Day 2 of PASSH with AMEE Practical Guide for Simulation in Healthcare

dr hyun soo chung

This morning at Taylor’s University, Dr. Hyun Soo Chung, Associate Professor in the Department of Emergency Medicine and Director of the Clinical Simulation Center at Yonsei University provided the opening plenary on the “AMEE Best Evidence Practical Guide on Simulation in Healthcare”. The objectives of the presentation were:

  • Review an effective approach to curriculum integration of sim in health education
  • Explain the import of feedback and deliberate practice to effective learning using sim
  • Describe master learning as a tool for retention.

Dr. Chung reminded us of the winning Formula for simulation success.: Training resources x Trained educators x Curriculum institutionalization = Effective educational program. Hyun went on to explain the first six of nine key areas identified by the research.

Curriculum Integration: The Sim experience must be planned, scheduled, implemented and evaluated in the context of the broader curriculum”. Most powerful outcomes are achieved by having and organized and systematic approach to the incorporation of simulation in an existing or new curriculum.

Feedback in Simulation:  Specific information given to the a trainee about the comparison between observed performance and a standard, given with the intent to improve the trainee’s performance. Without a post-event there is a greater chance for mis-learning.

Here, Dr. Chung explained that some of the main debriefing models which are western based do not work as well in Eastern countries like Korea. He suggested that a typical Korean student is submissive, passive and humble, having learned not to ask questions. Citing Hofstede’s Cultural Dimensions he shared that in Korea, healthcare students are usually scolded and do not ask questions — and debriefing does not work as traditionally expected in the west. Here, I suggested to Dr. Chung explore CRM communication tools developed in the aviation industry which have been adopted by the Korean Airlines industry have several accidents which stemmed from this very issue.

Deliberate Practice: Here we must prime healthcare students with the appropriate level of difficulty with focused repetitive practice on well-identified tasks. This produces reliable data used for informative feedback and the opportunity to correct errors.

Mastery Learning: Set clear target critical component of competency-based education. Goal is that all learners consistently achieve objective level of mastery performance. After establishing a base minimum build an assessment. Set objectives with increasing levels of difficultly and then test for competency.

Range of Difficulty: Cognitive load and competency of information must be target ed at the learner level.

Capturing Clinical Variation: Learning optimized with stepwise progression to increased level of difficultly.

In conclusion Dr. Chung shared ways on how simulation can be seen as a “solution”:

  • Medical error reduction and patient safety
  • Learner-centered, individualized learning
  • Outcome-based education
  • Needed exposure to range of clinical cases
  • Studying human factors
  • Supplant animal and live-tissue models (as technology & tissue fidelity continues to improve)
  • Accreditation and Licensure

Learn more on the PASSH website!

Simulation in Healthcare Education: A Best Evidence Practical Guide

medical simulation management

Dr. Barry Issenberg, Director of the Gordon Medical Simulation Center at the University of Miami Miller School of Medicine and co-author of AMEE Guide #82 “Simulation in Healthcare Education: A Best Evidence Practical Guide PART-2″ reminds us here of the importance of considering the practical implementation of medical simulation. While Part-1 focused on simulation program development and operations, part-2 focuses on clinical educators and getting ROI on learning outcomes. Think of these articles as a great “How To Get Started” guide to medical simulation!

Simulation in Healthcare Education: A Best Evidence Practical Guide Part -2 Abstract:

Over the past two decades, there has been an exponential and enthusiastic adoption of simulation in healthcare education internationally. Medicine has learned much from professions that have established programs in simulation for training, such as aviation, the military and space exploration. Increased demands on training hours, limited patient encounters, and a focus on patient safety have led to a new paradigm of education in healthcare that increasingly involves technology and innovative ways to provide a standardized curriculum. A robust body of literature is growing, seeking to answer the question of how best to use simulation in healthcare education. Building on the groundwork of the Best Evidence in Medical Education (BEME) Guide on the features of simulators that lead to effective learning, this current Guide provides practical guidance to aid educators in effectively using simulation for training. It is a selective review to describe best practices and illustrative case studies.

This Guide is the second part of a two-part AMEE Guide on simulation in healthcare education. The first Guide focuses on building a simulation program, and discusses more operational topics such as types of simulators, simulation center structure and set-up, fidelity management, and scenario engineering, as well as faculty preparation. This Guide will focus on the educational principles that lead to effective learning, and include topics such as feedback and debriefing, deliberate practice, and curriculum integration – all central to simulation efficacy. The important subjects of mastery learning, range of difficulty, capturing clinical variation, and individualized learning are also examined. Finally, we discuss approaches to team training and suggest future directions. Each section follows a framework of background and definition, its importance to effective use of simulation, practical points with examples, and challenges generally encountered. Simulation-based healthcare education has great potential for use throughout the healthcare education continuum, from undergraduate to continuing education. It can also be used to train a variety of healthcare providers in different disciplines from novices to experts. This Guide aims to equip healthcare educators with the tools to use this learning modality to its full capability.

To download part-2 of the FREE article visit here. Part-1 is located here.


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