Simulation on the cheap! Creating an economical, efficient and effective scenario-based patient simulation lab
Purpose
This session will describe how to create a scenario-based hybrid patient simulation experience that is economical, efficient and effective simulation experience that provides students with a safe, non-threatening environment to develop psychomotor skills, communication, and teamwork as well as critical thinking and clinical decision-making skills necessary for safe and effective management of patients in critical care settings.
Methods and/or Description of Project
High fidelity human simulation (HFHS) involving full immersion in an artificially created clinical environment with mannequins that mimic the physiological reactions of real patients, has been increasingly used in Physical Therapy (PT) programs as an educational tool for preparing students for clinical education and practice. Unfortunately, not all programs have the luxury of HFHS labs, due to such issues as space limitations, the significant costs associated with both purchasing of equipment as well as maintaining the technical infrastructure, and lastly, the lack of trained personnel.
However, the innovation, creativity and the availability of new technology can help create a middle ground between the expense of full-scale immersive simulation using mannequins in a simulation lab and standardized patient simulation in classroom and clinical settings. Moreover, where HFHS mannequins cannot be used for scenarios involving mobility related evaluation and intervention, limiting their usefulness in teaching psychomotor skills, the scenario-based simulation experience provides this opportunity. Another major limitation of HFHS use of mannequins are the logistical issues that limit opportunities for students in large class sizes to engage in direct participation, another issue addressed in the scenario-based simulation experience.
This session will describe the process of using a hands-on lab to create, a hybrid scenario-based patient simulation in any style classroom that is economical, effective, and logistically more efficient in providing a high-quality learner-centered experience with multiple participation opportunities for all class sizes. Moreover, we will discuss the utility of this hybrid scenario-based simulation for student assessment and remediation prior to reentering clinical experience. Furthermore, we will discuss the critical role of administrative support in developing and expanding this out-of-the-box idea.
Results/Outcomes
Student data indicates that this economical Simulation-based learning experience is also highly valued and well-liked by students and shows improved student engagement. Additionally, participation in this simulation experience has demonstrated improvement in PT students' confidence and proficiency in their ability to provide rehabilitation interventions in high acuity situations
Conclusions/Relevance to the conference theme: Through the Looking Glass: Transforming Physical Therapy Education
Simulation is a teaching modality that provides an opportunity for teaching critical thinking, clinical decision making, and general patient care skills to physical therapy students using simulated, real-time clinical scenarios. This session will describe the process of using a hands-on lab to create, a hybrid scenario-based patient simulation in any style classroom that is economical, effective, and logistically more efficient in providing a high-quality learner-centered experience with multiple participation opportunities for all class sizes. Moreover, we will discuss the utility of this hybrid scenario-based simulation for student assessment and remediation prior to reentering clinical experience.
References
Bibliography:
Kaplan, B. G., Abraham, C., & Gary, R. (2012). Effects of participation vs. observation of a simulation experience on testing outcomes: Implications for logistical planning for a school of nursing. International journal of nursing education scholarship, 9(1).
McGaghie, W. C., Issenberg, S. B., Cohen, M. E. R., Barsuk, J. H., & Wayne, D. B. (2011). Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of the evidence. Academic medicine: journal of the Association of American Medical Colleges, 86(6), 706.
Mori, B., Carnahan, H., & Herold, J. (2015). Use of simulation learning experiences in physical therapy entry-to-practice curricula: a systematic review. Physiotherapy Canada, 67(2), 194-202.
Okuda, Y., Bryson, E. O., DeMaria, S., Jacobson, L., Quinones, J., Shen, B., & Levine, A. I. (2009). The utility of simulation in medical education: what is the evidence? Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine, 76(4), 330-343.
Ohtake, P. J., Lazarus, M., Schillo, R., & Rosen, M. (2013). Simulation experience enhances physical therapist student confidence in managing a patient in the critical care environment. Physical therapy, 93(2), 216-228.
Shoemaker, M. J., Beasley, J., Cooper, M., Perkins, R., Smith, J., & Swank, C. (2011). A method for providing high-volume interprofessional simulation encounters in physical and occupational therapy education programs. Journal of allied health, 40(1), 15E-21E.
Shoemaker, M. J., Beasley, J., Cooper, M., Perkins, R., Smith, J., & Swank, C. (2011). A method for providing high-volume interprofessional simulation encounters in physical and occupational therapy education programs. Journal of allied health, 40(1), 15E-21E.
Sando, C. R., Coggins, R. M., Meakim, C., Franklin, A. E., Gloe, D., Boese, T., ... & Borum, J. C. (2013). Standards of best practice: Simulation standard VII: Participant assessment and evaluation. Clinical Simulation in Nursing,9(6), S30-S32.
Stockert, B. & Brady, D. (2012). Programmable patient simulators as an education technique in physical therapy. Journal of Acute Care Physical Therapy, 2(3). 111-116.
Course Objectives
Upon completion of this course the attendee will be able to:
Identify barriers and enablers to the use of high-fidelity patient simulation in physical therapy curriculum.
Compare and differentiate levels of fidelity across simulation models (standardized patient, a screen-based computer, a partial task simulation and high fidelity mannequin simulation and classroom based hybrid simulation experiences)
Demonstrate and evaluate interactive and experiential learning activities that utilize new technology to create classroom based hybrid patient simulation across physical therapy curriculum to overcome logistical challenges and reduce cost.
Discuss active and engaging strategies to enable a larger number of students simultaneously participate in the hybrid scenario-based patient simulation activity.
Review and discuss assessment tools for communication, teamwork, critical thinking and clinical decision-making as well as psychomotor proficiency in a simulated environment.
Utilize the information and resources provided in the session to create a simulation experience within their specific setting satisfying the specific curricular needs
Instructional Methods
Presentations and Interactive Lab sessions.
Tentative Outline/Schedule
Timed Outline of Content (including breaks)
10 mins: (Presentation 1) History and principles of simulation as a teaching and learning tool in healthcare education and entry-level physical therapy curriculum.
10 mins: (Presentation 2): Compare and contrast level of fidelity (realism) in simulation models: utility in physical therapy education.
10 min: (Presentation 3): Best practices for designing simulation scenarios.
30 mins: (Interactive Lab 1): Demonstration of usable technology to create classroom based hybrid patient simulation to overcome logistical challenges and reduce cost.
10 min: (Presentation 4): Moulage and staging techniques to bring realism to classroom based hybrid patient simulation.
30 mins: (Interactive Lab 2) Self-develop active and engaging hybrid patient simulation specific for desired learning outcomes across physical therapy curriculum.
10 min (Presentation 5): Outcome data from one academic institute showing effect of multiple classroom based hybrid patient simulation on student engagement, confidence and proficiency of working in acute care environment.
10 min: Final thoughts/Questions