Physiologic Storyboarding for Scenario Development in High-Fidelity Simulation

O'Regan, Noel; Coombs-Thorne, Heidi

doi:10.1007/s40670-017-0397-1

Cited by 3 publications

(5 citation statements)

References 14 publications

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“…The preceptor will then ask what the differential diagnosis is for the patient (Objective 3) and what the necessary investigations are (Objective 4). A detailed flowchart of the simulation, following the style suggested in O’Regan & Coombs-Thorne [ 16 ], is shown in Figure 1 .…”

Section: Technical Reportmentioning

confidence: 99%

The Big Bang: A Virtual Subarachnoid Hemorrhage Simulation for Preclinical Medical Students

Harris

Sheppard

2021

Cureus

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Simulation-based learning is important for rare, high mortality cases, which are unlikely to be witnessed during clinical rotations but are likely to be encountered during future practice such as a subarachnoid hemorrhage. Neurology case simulations, especially those targeted at preclinical learners, are underrepresented in simulation pedagogy, and preclinical learners are underrepresented in a meta-analysis of the efficacy of simulation-based medical education. We designed a virtual simulation of subarachnoid hemorrhage for preclinical medical students, which can be implemented during restricted access to clinical learning. The simulation is 15 minutes long and requires only one standardized patient and one evaluator, which makes this simulation accessible to institutions with limited simulation resources. We adapted the validated questions from the “Simulation Evaluation Tool - Modified” for our post-simulation survey, which will detect the students’ level of confidence and their perceived learning post-simulation. The analysis of student experiences using this validated tool will contribute to the literature base surrounding the efficacy of virtual simulation as a training tool for preclinical learners.

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Section: Technical Reportmentioning

confidence: 99%

The Big Bang: A Virtual Subarachnoid Hemorrhage Simulation for Preclinical Medical Students

Harris

Sheppard

2021

Cureus

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“…The Memorial Storyboard (MS) is a simulation template developed for high-fidelity simulations that accounts for variability in participant responses within a scenario to improve outcome reproducibility, consistency, and delivery equivalence across settings. 1 The MS highlights the anticipated pathway and accounts for physiologic changes for alternate pathways with standardized prompts to redirect participants back onto the ''anticipated pathway''. 1,2 The Canadian National Anesthesiology Simulation Curriculum (CanNASC) Task Force is working with the Royal College of Physicians and Surgeons of Canada to develop summative assessment simulations required by all Canadian anesthesiology residency programs.…”

Section: To the Editormentioning

confidence: 99%

“…1 The MS highlights the anticipated pathway and accounts for physiologic changes for alternate pathways with standardized prompts to redirect participants back onto the ''anticipated pathway''. 1,2 The Canadian National Anesthesiology Simulation Curriculum (CanNASC) Task Force is working with the Royal College of Physicians and Surgeons of Canada to develop summative assessment simulations required by all Canadian anesthesiology residency programs. They have adopted two standardized templates for scenario development and execution-the Duke University simulation template (DT) and the MS (Electronic Supplementary Material, eAppendix).…”

Section: To the Editormentioning

confidence: 99%

“…They have adopted two standardized templates for scenario development and execution-the Duke University simulation template (DT) and the MS (Electronic Supplementary Material, eAppendix). 1,3 This has allowed a unique opportunity to investigate the perspective of simulation experts involved in the use of simulation for summative assessments. The purpose of this investigation was to assess key stakeholder views of DT and MS in terms of their acceptability, feasibility, reliability, and equivalence.…”

Section: To the Editormentioning

confidence: 99%

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Comparing simulation design tools: expecting the unexpected to improve summative assessment integrity

O'Regan

Moody

Fairbridge

et al. 2021

Can J Anesth/J Can Anesth

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“…However, these courses require an investment in travel and registration fees, while also taking time away from practice, and are therefore not feasible for many faculty and staff members. Published articles 3 and other online resources can be helpful in developing a scenario, but identifying and vetting these resources may be difficult and time consuming. To our knowledge, no similar curricula for faculty development in simulation-based clinical scenario design has been published on MedEdPORTAL .…”

Section: Introductionmentioning

confidence: 99%

Simulation Clinical Scenario Design Workshop for Practicing Clinicians

Robertson

Bradley

2017

MedEdPORTAL

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Introduction: Faculty development is important to developing skilled faculty members who are able to effectively design and deliver educational content. There has been an increase in courses designed to help faculty better teach at the bedside, but fewer options for those interested in developing their skills as simulation-based educators. Our goal was to create a workshop to train prospective simulation educators on the skills and knowledge necessary to design a clinical scenario. Methods: Learners participate in a 90-minute workshop utilizing short, didactic teaching and practical hands-on practice. Faculty guide learners through the process of developing targeted goals and learning outcomes, setting the scene for a clinical scenario, and storyboarding the main action. Learners work individually, but engage in peer-to-peer feedback, as well as instructor feedback, throughout the session. Results: We have run four iterations of this workshop at our institution in the past year, and developed a modified version for an international meeting. A total of 51 learners from our hospital have completed the workshop. Overall, learners agree that the workshop is informative and increases their knowledge. For each educational objective, more than 70% of participants indicated the workshop increased their competence in the area either "extremely" or "quite a bit." Discussion: This workshop provides learners hand-on practice in developing a scenario for simulation-based education. Learners leave with the tools and knowledge necessary to take the work developed in the session and create a complete scenario that can be used at our simulation center or at another facility.

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Physiologic Storyboarding for Scenario Development in High-Fidelity Simulation

Cited by 3 publications

References 14 publications

The Big Bang: A Virtual Subarachnoid Hemorrhage Simulation for Preclinical Medical Students

The Big Bang: A Virtual Subarachnoid Hemorrhage Simulation for Preclinical Medical Students

Comparing simulation design tools: expecting the unexpected to improve summative assessment integrity

Simulation Clinical Scenario Design Workshop for Practicing Clinicians

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