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ForwardWiser Improving Simulation Instructional Methods (iSIM) October 24 & 25, 2019
The goal of Improving Simulation Instructional Methods (iSIM) is to introduce fundamental skills and abilities for delivering simulation-based healthcare education through a variety of techniques and technologies. The program emphasizes hands-on activities and active participation to maximize simulation-based instruction skill acquisition.
Target Audience
The primary audience for this course are healthcare educators wishing to improve their skills as instructors in simulation education.
Learning Objectives
- Identify fundamental facilitation skills
- Identify fundamental debriefing skills
- Identify the key factors to effective scenario design
- Identify key factors to effective scenario assessment
Day 1
8:00 – 8:30 Welcome, Introductions and Expectations
– I. Motola and J. Groom
8:30 – 9:15 Presentation: Linking Theory and Best Practices in Healthcare
Simulation
– R. Scalese
9:15 – 9:30 Break
9:30 – 10:00 Presentation: Design and Development Tools for Scenario Construction
– I. Motola
10:00 – 10:30 Small Group: Scenario Design 1.1 – Objectives and Modeling
– I. Motola, J. Groom, R. Scalese, A. Brotons, S. Carter
10:30 – 11:00 Small Group: Scenario Equipment, Environment, and Fidelity Selection
– J. Groom
11:00 – 11:45 Small Group: Scenario Design 1.2 – Equipment, Environments, People
and Props
– I. Motola, J. Groom, R. Scalese, A. Brotons, S. Carter
11:45 – 12:30 Lunch
12:30 – 1:00 Presentation: Assessment
– R. Scalese
1:00 – 1:30 Small Group: Scenario Design 1.3 – Assessment
– I. Motola, J. Groom, R. Scalese, A. Brotons, S. Carter
1:30 – 2:00 Presentation: Feedback and Debriefing
– I. Motola
2:00 – 2:15 Small Group: Scenario Design 1.4 – Feedback and Debriefing
– I. Motola, J. Groom, R. Scalese, A. Brotons, S. Carter
2:15 - 2:30 Break
2:30 - 4:30 Simulation Sessions: Implementation and Evaluation
– I. Motola, J. Groom, R. Scalese, A. Brotons, S. Carter
4:30 - 4:45 Discussion and Wrap-up
– I. Motola, J. Groom, R. Scalese, A. Brotons, S. Carter
4:45 – 5:00 Learner Evaluations – Day 1
3
iSIM – Improving Simulation Instructional Methods
Gordon Center for Simulation and Innovation in Medical Education
Day 2
8:00 – 8:15 Review of Day 1: Lessons Learned
– I. Motola, J. Groom
8:15 – 8:45 Practical Exercise in Team-based Simulation 1
– I. Motola, J. Groom, R. Scalese, A. Brotons, S. Carter
8:45 – 9:15 Presentation: Design and Development of Team Training Simulations
– I. Motola
9:15 – 9:45 Practical Exercise in Team-based Simulation 2
– I. Motola, J. Groom, R. Scalese, A. Brotons, S. Carter
9:45 – 10:00 Break
10:00 – 10:30 Small Group: Scenario Design 2.1 – Objectives and Modeling – Teams
– I. Motola, J. Groom, R. Scalese, A. Brotons, S. Carter
10:30 – 10:50 Presentation: Scenario Equipment, Environments, and Fidelity Selection
for Team-based Simulations
– R. Scalese
10:50 – 11:45 Small Group: Scenario Design 2.2 – Equipment, Environments, People
and Props for Team-based Simulations
– I. Motola, J. Groom, R. Scalese, A. Brotons, S. Carter
11:45 – 12:15 Lunch
12:15 – 12:45 Presentation: Assessing and Debriefing Teams
- J. Groom
12:45 – 2:00 Small Group: Scenario Design 2.3 – Assessment and Debriefing
– I. Motola, J. Groom, R. Scalese, A. Brotons, S. Carter
2:00 – 2:15 Break
2:15 – 4:30 Simulation Sessions: Implementation and Evaluation
– I. Motola, J. Groom, R. Scalese, A. Brotons, S. Carter
4:30 – 4:45
Discussion and Wrap-up
– I. Motola, J. Groom, R. Scalese, A. Brotons, S. Carter
4:45 – 5:00 Learner Evaluations – Day 2
Disclaimer Statement
The information presented at this CME program represents the views and opinions of the individual presenters, and does not constitute the opinion or endorsement of, or promotion by, the UPMC Center for Continuing Education in the Health Sciences, UPMC / University of Pittsburgh Medical Center or Affiliates and University of Pittsburgh School of Medicine. Reasonable efforts have been taken intending for educational subject matter to be presented in a balanced, unbiased fashion and in compliance with regulatory requirements. However, each program attendee must always use his/her own personal and professional judgment when considering further application of this information, particularly as it may relate to patient diagnostic or treatment decisions including, without limitation, FDA-approved uses and any off-label uses
Ivette Motola, MD, MPH,
Ross J. Scalese, MD,
Angel Brotons, EMT-P,
Steven P. Carter, NRP, FP-C, TP-C,
Jeffrey Groom, PhD, CRNA
Disclosure Statement: No members of the planning committee, speakers, presenters, authors, content reviewers and/or anyone else in a position to control the content of this education activity have relevant financial relationships with any proprietary entity producing, marketing, re-selling, or distributing health care goods or services, used on, or consumed by, patients to disclose.
In support of improving patient care, the University of Pittsburgh is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.
Physician (CME)
The University of Pittsburgh School designates this live activity for a maximum of 15.0 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
Other health care professionals will receive a certificate of attendance confirming the number of contact hours commensurate with the extent of participation in this activity.
Available Credit
- 15.00 AMA PRA Category 1 Credit™The University of Pittsburgh School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
- 15.00 Attendance