In the modern and highly technological world of health care simulation, it is easy to get focused on the amazing ability to recreate medical world’s in a completely simulation and even virtual surrounding. But how does this replica of real life affect the participants of clinical simulation?
As healthcare simulation designers and directors, it is paramount to include an assessment for the psychological safeness of all simulation activities- from the seemingly mundane to the highly complex. Psychological stress within simulation participants is not well studied but continues to be a real phenomena that can derail the best designed scenario and cause potential long term mental distress on some participants. This webinar will explore the reasons why simulation naturally creates anxiety in learners and proposes methods and interventions to decrease psychological trauma within simulation. The learner will be challenged to think about how to be mindful of psychological safety when writing and implementing simulations and will be given a template for one method of intervention to participants who experience anxiety in the arena of medical simulation.
Exploring novel approaches on how to improve the clinical skills of future physicians has been a career mission for Dr. Scotten since her introduction to medical education research in 2008. In her first career, as a registered nurse, she witnessed the impact of poor communication between health professions and patient safety. She has made it a lifelong mission to improve how medical students are trained to communicate and interact with both patients and other health care professionals.
As the director of the Pediatric clerkship at the University of Kansas she began seeking innovative methods to advance learning using technology, communication education and inter-professional collaboration. Her early research explored areas well ahead of their time- including the introduction the electronic health record(EHR) in interprofessional simulation and pediatric simulations involving four health professions, studying assessment of team communication and faculty debriefing education.
This introductory research led to her medical lead on the HRSA funded ICAP project; Interprofessional Collaborative Acute Care Practice. The ICAP project took a deeper dive into areas of team communication and use of interprofessional simulation and successfully changed many of the philosophies on how to train hospital teams, and students, in basic communication skills and more importantly apply those tenets to working models of change.
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