International Journal of Healthcare Simulation - Subject

Debriefers are observers too: leveraging learning objectives to focus debriefer observations and frame the debriefing conversation

2023-03-22T00:00

Debriefing is challenging and daunting for the novice debriefer. Debriefing literature is focused on the debrief conversation and the process of debriefing, with little guidance provided on how to observe the scenario and prepare for the debrief. Research in the simulation learner observer role reveals that engagement with the scenario through directed observation primes the learner to notice actions and events which may have been otherwise overlooked. Similarly, using the scenario learning objectives to prime and focus their attention, novice debriefers can develop their own observation tool to support data gathering during the scenario. By engaging with the learning objectives to clarify what they may expect to see or hear if the learning objectives are achieved, debriefers are better positioned to notice and collect relevant observational data and frame a debriefing conversation anchored to the scenario objectives.

Children and young people as simulated patients: recommendations for safe engagement

2022-11-07T00:00

Adult simulated patients (SPs) are now embedded in health professions education, prompting the development of practice standards. The comparatively sparse involvement of children and young people as simulated participants in education may account for the absence of standards to underpin their safe practice. Research suggests that children and young people who fulfil simulated participant roles have specific requirements not covered by existing standards. This paper offers recommendations specific to the safe engagement of simulated participants in health professions education that align with published guidelines for working with adult simulated patients. These recommendations include: Practical considerations, safe work environment, scenario development, training for role portrayal, feedback & completion of assessment instruments, parental responsibility and ethical considerations. We hope these recommendations are valuable for anyone working with children or young people in simulated participant roles.

A form of mental simulation with significant enhancements enabling teamwork training

2021-09-21T00:00

Mental simulation is a type of simulation in which the clinician mentally practices a task without physically doing it. With mental simulation, the clinician can individually go through all the steps of technical and behavioural skills, such as decision-making skills, that they would apply in a particular situation. However, since this activity is individual-based, it does not lend itself to practising interprofessional or team-working skills. Moreover, users of this approach cannot get feedback from their colleagues or educators. Therefore, we claim that an interactive mental simulation approach using the representation of a patient and equipment combined with thinking aloud could help to rehearse behavioural skills in a classroom-based environment with other team members but without the need for a manikin or advance simulation suits. We call this approach Visually Enhanced Mental Simulation (VEMS). VEMS can also be delivered remotely using online platforms while addressing the same learning objectives.

In this article, it is argued that VEMS can be an interactive way of undertaking a simulation-based activity with limited resources yet in a very interactive manner to engage a team of learners from the same or different professions. Explanations regarding how it can be delivered face-to-face, as well as using an online platform, are provided.