E-learning International

This module covers the rationale for simulation-based education (SBE) in healthcare professions. We explore simulation as an educational method and its role in patient safety. We consider historical and contemporary approaches to SBE with attention to the benefits and challenges in health professional education. We explore theories relevant to a wide range of simulation modalities (e.g. mannequins, virtual patients, simulated patients, task trainers etc) and development in domains (e.g. knowledge, skills and professional values). You will have access to some of the evidence for SBE. This module provides fundamental concepts that are elaborated in subsequent modules. This module is designed to be completed in three hours.

This module covers basic principles of simulation with particular focus on educational design for simulation scenarios, briefing and debriefing practices. We consider what it means to be a simulation educator. Even if you are mainly involved in technical aspects of simulation-based-education (SBE), we think it is important to be exposed to the core elements of the work of a simulation educator. The essential parts of the e-learning module are designed to take three hours.

This module provides an introduction to the role of the simulation technician. It focuses on their role in a simulation session as well as the broader functioning of a simulation centre. Our focus is not on specific simulators but on broader approaches or considerations to sourcing, operating and maintaining equipment.

This module provides an introduction to fundamental practices in preparing and running mannequin-based simulations. It is beyond the scope of the module to cover all commercially available mannequins (and other simulators). We hope to provide enough information to enable you to make appropriate decisions in matching simulators to scenario objectives.

This module introduces audiovisual capture and considerations, working with mannequins from a technical perspective, the fundamental principles of programming mannequins and networking various parts of the simulation systems. It is beyond the scope of the course to learn about the setup and programming of all mannequins and AV systems on the market and how they work, but it is intended to provide enough information to enable someone to troubleshoot an existing system or to assist with choices and identifying pitfalls when upgrading, reviewing or getting started. This module builds on the authors experience some with trial and error over time and hopes to fast track your learning curve.

This module will build on your knowledge and skills and consolidate completed modules. This module is intended to reflect on your local practice of running scenarios in SBE and will give an overview of terms; an introduction to the use of moulage and, the use of video for debriefing. It is beyond the scope of the module to learn about all the mannequins and AV systems on the market and how they work, but it is intended to provide enough information to enable someone to troubleshoot an existing system or consider the choices and pitfalls when upgrading or getting started. This module builds on the authors' experiences and hopes to fast track your learning curve.

This module introduces some core facets of simulated patient (SP) methodology. The focus is on preparing SPs to work in healthcare simulations. The module describes a systematic approach to SP methodology. The module addresses issues at the level of the clinical training program (e.g. scenario development, alignment with curriculum, assessment etc) and at the level of the individual SP (e.g. casting, performance training etc). You are encouraged to think creatively about the breadth of content to which SPs can contribute to your own practice and to reflect on current approaches.

When clinicians perform examinations and procedures on patients, they are expected to manage a complex set of skills (e.g. psychomotor, communication) while exercising clinical judgment and other aspects of professionalism. We often teach these components of the complex sets of skills separately. Hybrid or blended simulations enable trainees to bring all these skills together. This module explores the expanding practice of hybrid simulations also known as patient focused simulations. That is, the ‘combining of simulators’ – usually a simulated patient (SP) with a skills trainer (e.g. bench top, VR simulator etc). Here we briefly revisit some of the concepts in Module S5 – Simulated patient methodology, but consider their application to procedural and operative skills. That is, in patient focused simulations. We also explore the contribution of hybrid simulations to sequential simulations and the role of feedback, especially as offered by SPs. You are encouraged to think creatively about the application of patient focused simulations in your practice.

This module introduces some core facets of screen-based, virtual reality, and augmented reality environments. The focus of this module is exploring the breadth of computer-mediated simulation methodologies. The module considers a wide range of screen-based, virtual and augmented reality environments, and their potential application to educating healthcare professionals. It considers broad issues such as development cycles, educational approaches and design considerations for virtual patients and environments, as well as augmented reality systems. Different varieties of computer-mediated simulations have various strengths and limitations, and you are encouraged to think critically about using technology. The focus is upon educational use, rather than technological capacity.

This module introduces some core facets of managing the design, development, delivery, and evaluation of simulation programmes, with the aim of providing a framework for facilitating sustainable healthcare simulation programmes. The module addresses issues that influence the management of most simulation programmes. Participants are encouraged to think pragmatically about effective planning, preparation, delivery, evaluation, and quality assurance for all types of simulation programmes, be they large multi-site enterprises or small single unit events. It is beyond the scope of this module to consider the financial/accounting management of simulation learning environments, however, this can be a critical element of programme management because successful evaluation of outcomes measured against stakeholder expectations is an essential component of sustainability. Therefore, strategies for assembling important information related to programme outcomes that contribute to outcomes evaluation is broadly addressed in the module.

This module provides you with an opportunity to reflect on your debriefing practices. The online module revisits information on debriefing from Module C2 - Being a simulation educator. Here we explore conditions for effective debriefing. However, effective debriefing is much more than a set of skills and techniques. It is important to continue to reflect deeply on your values about learning and teaching. There will be an opportunity for you to share experiences of what works and what does not together with opportunities to practice and receive feedback on your debriefing. You will also have an opportunity to use different techniques to reflect on your debriefing practice and set goals for further development of your debriefing.

Scenarios are a fundamental part of simulation-based education and require careful planning to enable the simulation to meet required learning outcomes. Scenarios can be difficult to develop and may require several iterations to optimally support learning. Factors that enable and constrain scenario development will also be discussed.

Task trainers are valuable for supporting learners in developing clinical skills. These can be very basic clinical skills (e.g. intramuscular injection) or more complex (e.g. urinary catheterization) and then those that are more specialized (e.g. central venous line insertion, laparoscopic skills). Specifications of task trainers also range in sophistication from the very basic (e.g. simulated flesh) to highly complex (e.g. virtual reality with haptics). In this module, participants will consider the models and the educational processes that can optimize their use. In particular, consideration will be given to the ways in which the task trainers can be used in different educational contexts (e.g. self-directed, peer assisted learning etc.) with different models of feedback (e.g. task trainer generated, peer, facilitator etc.) and integrated into teaching.

This module provides you with an opportunity to reflect on how simulation can support the development of interprofessional collaborative practice (IPCP). That is, the ways in which individuals from different professions, disciplines, craft groups and other service roles work together to provide the highest quality care for patients and their families. This module addresses ways in which simulation may support the development of IPCP. We explore some of the complex interprofessional language, we share what several people have to say about IPCP, we invite you to think about your own IPCP, what you do well, what you might improve. We consider evidence on the contribution of simulation to IPCP, learn from others about getting started in interprofessional simulation and then focus on developing your own practice. The e-learning revisits information from the core modules and many of the optional modules too.