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Integrating simulation into your AHA courses

Integrating simulation into your AHA courses. Today’s Schedule. Introductions Discussion of participant & mentor expectations Review of the l earning targets Discussion of the course structure. Conflict of Interest Disclosure. Alexis Battista has no commercial COI to disclose

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Integrating simulation into your AHA courses

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  1. Integrating simulation into your AHA courses

  2. Today’s Schedule • Introductions • Discussion of participant & mentor expectations • Review of the learning targets • Discussion of the course structure

  3. Conflict of Interest Disclosure • Alexis Battista has no commercial COI to disclose • Alexis teaches at the SiTEL Clinical Simulation Centers & is a Graduate Student @ George Mason University • Mariella While has no commercial COI to disclose • Mariella is a Senior Educator and Training Center Coordinator at Georgetown/MedStar Health • Mary Kay Loyd has no commercial COI to disclose • Mary is an Education Coordinator at SiTEL • Gary Fitzsimmons has no commercial COI to disclose • Gary is a Firefighter/Paramedic with Montgomery County Fire & EMS, teaches at the SITEL Clinical Simulation Centers and is an ACLS/PALS/BLS instructor for NVCC

  4. Learning Target # 1 – Simulated Learning Environments. • Discuss how simulated encounters differ from traditional classroom teaching. • Demonstrate how to prepare learners for simulated encounters. • Demonstrate how to structure a simulated encounter including beginning and ending and encounter.

  5. Learning Target # 2 Debriefing and Feedback • Define and differentiate the role of the simulation facilitator in summative and formative assessment. • Discuss the role of debriefing as a form of learning. • Demonstrate application of at least 3 debriefing models. • Plus Delta • Gather, Analyze, Summarize • Advocate, Inquiry, Coach

  6. Before we go much further

  7. Survey Results

  8. Survey Results

  9. A brief history of how we go here.

  10. What constitutes a simulated environment?

  11. Find the Differences

  12. Creating Engaging and “Safe” Learning Environments • Introductions • Introduce the learner to the simulated environment • Establish performance expectations • Discussion of the learning objectives. • Discussion of learning strategies - what I can they do to get the most of out of the sessions.

  13. What are those Learning Strategies? Actively participate in all of the roles throughout the day Treat each encounter as you would treat an encounter in the clinical environment. Work within your scope of practice* or assigned role

  14. An Iterative Approach

  15. Introducing Levels of Difficulty

  16. Go to your corners!

  17. Regroup!

  18. Learners who make their own discoveries – even if disappointing are more likely to acknowledge and own these discoveries then if these insights are pointed out to them Dewey 1938

  19. I hear and I forgetI see and I rememberI do and I understand Confucius

  20. Judgmental Debriefing • Instructor Role • “ I will set you straight” • I’m right “you’re wrong” • “I am here to teach you” • Learners Role • Receives and recalls facts and information • Mistake Maker • Does actions

  21. Non Judgmental Debriefing • Instructor Role • “I’m right your wrong” but I don’t want to hurt your feelings so I may avoid or cover up the cold hard truth” • Learners Role • “I'm confused” • “What won’t you tell me?” • I'm still not sure what you want me to do”

  22. “Knowing how to debrief is as important as knowing how to create and initiate a simulated experience” Jeffries, 2005

  23. Plus Delta • Role of the Instructor • “What went well? • “What needs improvement?” • “What will you change next time?” • Role of the Participant • “This went well…..because….” • Identifies improvements • Commit to a change

  24. Elements of the Gather Analyze Summarize Debrief Role of the Instructor Role of the Participant Take that cleansing breath….yes…really Offer impressions and thoughts. • Deep Cleansing Breath…really • Ask for general impressions and thoughts • Analyze the case • Summarize the case results

  25. Advocate, Inquiry, Coach Role of the Facilitator Role of the Participant Take that cleansing breath….yes…really Offer impressions and thoughts. Provide Clarity when encouraged • Deep Cleansing Breath…really • Ask for general impressions and thoughts • Clarify impressions and thoughts • Summarize the case results

  26. From Instructor to Coach/ Facilitator

  27. Formative Vs. Summative Why it matters.

  28. Go to your corners

  29. Wrap Up Questions • 1. What was the most valuable piece of information or connection did you make today? • 2. What one thing do you plan to implement immediately?

  30. Thank you! Mariella.while@email.sitel.org Alexis.battista@gmail.com Mary.loyd@email.sitel.org Gary.fitzsimmons@email.sitel.org

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