simming it up stat
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Simming It Up STAT. LTC Jay Baker, M.D. Faculty Development Fellow Madigan Army Medical Center. Objectives. Learned why medical simulation is a superior teaching technique Applied the STAT method for– D eveloping scenarios D ebriefing critical actions Achieving learning objectives. - PowerPoint PPT PresentationTRANSCRIPT
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Simming It Up STAT
LTC Jay Baker, M.D.Faculty Development Fellow
Madigan Army Medical Center
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Objectives
• Learned why medical simulation is a superior teaching technique
• Applied the STAT method for– –Developing scenarios–Debriefing critical actions–Achieving learning objectives
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Why sim?
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Results
Outcomes # studiesPooled effect size
(95% CI)Knowledge 118 1.20 (1.04-1.35)
Time skills 210 1.24 (1.03-1.25)
Process skills 426 1.09 (1.03-1.16)
Product skills 54 1.18 (0.98-1.37)
Time behaviors 20 0.79 (0.47-1.10)
Other behaviors 50 0.81 (0.66-0.96)
Direct patient effects 32 0.50 (0.34-0.66)
Technology Enhanced Simulation for Health Professions Education:
A Systematic Review and Meta-Analysis
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Comfort Zone
Learning Zone
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Sim is fun!
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Scenario
Critical Actions
Debriefing
Learning Objectives
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Scenario
Critical Actions
Debriefing
Learning Objectives
Determine Learning
Objectives
Write Critical Actions
Develop Case
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Introduce the
SCENARIO ALGORITHMSET UP
PRE ARRIVAL
ARRIVAL
PRIMARY SURVEY
SECONDARY SURVEY
LABS & IMAGES
DISPOSITION
Simulation Training Assessment Tool (STAT)
Date: Examiner: Examinee(s):
Learning Objectives1.2.3.
CRITICAL ACTIONS ME NI SUSTAIN IMPROVE
Debriefing Phases1. Reaction– Blow off steam and elicit concerns2. Teaching—Address performance related to critical actions3. Summary– What did you do well? What did you learn for next time?
ME = Meets Expectations; NI = Needs Improvement
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Introduce the
SCENARIO ALGORITHMSET UP
PRE ARRIVAL
ARRIVAL
PRIMARY SURVEY
SECONDARY SURVEY
LABS & IMAGES
DISPOSITION
Simulation Training Assessment Tool (STAT)
Date: Examiner: Examinee(s):
Learning Objectives1.2.3.
CRITICAL ACTIONS ME NI SUSTAIN IMPROVE
Debriefing Phases1. Reaction– Blow off steam and elicit concerns2. Teaching—Address performance related to critical actions3. Summary– What did you do well? What did you learn for next time?
ME = Meets Expectations; NI = Needs Improvement
First
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Introduce the
SCENARIO ALGORITHMSET UP
PRE ARRIVAL
ARRIVAL
PRIMARY SURVEY
SECONDARY SURVEY
LABS & IMAGES
DISPOSITION
Simulation Training Assessment Tool (STAT)
Date: Examiner: Examinee(s):
Learning Objectives1.2.3.
CRITICAL ACTIONS ME NI SUSTAIN IMPROVE
Debriefing Phases1. Reaction– Blow off steam and elicit concerns2. Teaching—Address performance related to critical actions3. Summary– What did you do well? What did you learn for next time?
ME = Meets Expectations; NI = Needs Improvement
Then
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Introduce the
SCENARIO ALGORITHMSET UP
PRE ARRIVAL
ARRIVAL
PRIMARY SURVEY
SECONDARY SURVEY
LABS & IMAGES
DISPOSITION
Simulation Training Assessment Tool (STAT)
Date: Examiner: Examinee(s):
Learning Objectives1.2.3.
CRITICAL ACTIONS ME NI SUSTAIN IMPROVE
Debriefing Phases1. Reaction– Blow off steam and elicit concerns2. Teaching—Address performance related to critical actions3. Summary– What did you do well? What did you learn for next time?
ME = Meets Expectations; NI = Needs Improvement
Finally
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Introduce the
SCENARIO ALGORITHMSET UP
Actor with bee stingO2 mask, Epipen
PRE ARRIVAL
ARRIVAL
PRIMARY SURVEY
SECONDARY SURVEY
LABS & IMAGES
DISPOSITION
Simulation Training Assessment Tool (STAT)
Date: Examiner: Examinee(s):
Learning Objectives1. Recognize anaphylaxis2.3.
CRITICAL ACTIONS ME NI SUSTAIN IMPROVE
Debriefing Phases1. Reaction– Blow off steam and elicit concerns2. Teaching—Address performance related to critical actions3. Summary– What did you do well? What did you learn for next time?
ME = Meets Expectations; NI = Needs Improvement
Exercise #1
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Lower the learning barrier
• Introduce learners to sim environment• Acknowledge sim deficiencies• Contract– The Basic Assumption
“We believe that everyone participating in simulation activities is intelligent, capable, cares about doing their best, and wants to improve.”
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Scenario
Critical Actions
Debriefing
Learning Objectives
DetermineLearning
Objectives
Identify Critical Actions
Develop Case
Reaction Phase
Teaching Phase
Summary Phase
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Reaction Phase
• Elicit and recognize concerns• Clarify facts of case• Incorporate concerns into
teaching
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Teaching Phase
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Teaching Styles
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Summary Phase
• “What did you do well?”
• “What did you learn?”OR
• “Take aways?”
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Introduce the
SCENARIO ALGORITHMSET UP
PRE ARRIVAL
ARRIVAL
PRIMARY SURVEY
SECONDARY SURVEY
LABS & IMAGES
DISPOSITION
Simulation Training Assessment Tool (STAT)
Date: Examiner: Examinee(s):
Learning Objectives1.2.3.
CRITICAL ACTIONS ME NI SUSTAIN IMPROVE
Debriefing Phases1. Reaction– Blow off steam and elicit concerns2. Teaching—Address performance related to critical actions3. Summary– What did you do well? What did you learn for next time?
ME = Meets Expectations; NI = Needs Improvement
Observe performance
Run the scenario
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Introduce the
SCENARIO ALGORITHMSET UP
PRE ARRIVAL
ARRIVAL
PRIMARY SURVEY
SECONDARY SURVEY
LABS & IMAGES
DISPOSITION
Simulation Training Assessment Tool (STAT)
Date: Examiner: Examinee(s):
Learning Objectives1.2.3.
CRITICAL ACTIONS ME NI SUSTAIN IMPROVE
Debriefing Phases1. Reaction– Blow off steam and elicit concerns2. Teaching—Address performance related to critical actions3. Summary– What did you do well? What did you learn for next time?
ME = Meets Expectations; NI = Needs Improvement
Assess gaps
Run the scenario
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Introduce the
SCENARIO ALGORITHMSET UP
PRE ARRIVAL
ARRIVAL
PRIMARY SURVEY
SECONDARY SURVEY
LABS & IMAGES
DISPOSITION
Simulation Training Assessment Tool (STAT)
Date: Examiner: Examinee(s):
Learning Objectives1.2.3.
CRITICAL ACTIONS ME NI SUSTAIN IMPROVE
Debriefing Phases1. Reaction– Blow off steam and elicit concerns2. Teaching—Address performance related to critical actions3. Summary– What did you do well? What did you learn for next time?
ME = Meets Expectations; NI = Needs Improvement
Take notes
Run the scenario
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Introduce the
SCENARIO ALGORITHMSET UP
PRE ARRIVAL
ARRIVAL
PRIMARY SURVEY
SECONDARY SURVEY
LABS & IMAGES
DISPOSITION
Simulation Training Assessment Tool (STAT)
Date: Examiner: Examinee(s):
Learning Objectives1.2.3.
CRITICAL ACTIONS ME NI SUSTAIN IMPROVE
Debriefing Phases1. Reaction– Blow off steam and elicit concerns2. Teaching—Address performance related to critical actions3. Summary– What did you do well? What did you learn for next time?
ME = Meets Expectations; NI = Needs Improvement
Debrief performance
Debrief the scenario
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Exercise #2
• Introduce learner to environment• Run your scenario with a “learner”
– Identify performance gaps• Debrief the “learner”
–Close gaps through teaching• I will debrief your debriefing
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Milestones
• EM Milestones “Suggested Evaluation Methods” –
ACGME Core Competency Sim/Total
Patient Care 11/14
Medical Knowledge 0/1
Professionalism 2/2
Interpersonal Communication Skills 2/2
Problem-Based Learning Improvement 2/2
Systems-Based Practice 2/3
Total 19/24
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CRITICAL ACTIONS MS ME
NI SUSTAIN IMPROVE
Place safety net—IV, O2, monitor & begin ABCs
PC1
ID afib with RVR & assess patient as stable.
PC3PC4
Take thorough history and ID time of onset
PC2PROF1
Consider rate control with diltiazem 0.25 mg/kg—defers to patient wishes
PC5
Attempt pharmacologic cardioversion with procainamide 1 g IV/60 mins
PC9
Progress to synchronized cardioversion 120-200 J with sedation
PC10PC11SBP1
Choose appropriate sedation agents and doses
PC10PC11SBP1
Obs in ED x 1 hour then d/c home w/ f/u
PC6PC7
Demonstrate effective communication including closed loop feedback
ICS2
SCENARIO ALGORITHM
SET UP• Sim Man w/ live video feed & mic• Instructor will control Sim Man and
monitor case from video room• Resident will play role of RN• ECG available @ monitor
PRE ARRIVAL• 60 yo male with palpitations + mild
SOB x 30 mins. Tachy. Adenosine 6 mg given w/ no change.
• HR 125 BP 138/79 RR 24 Pox 97%
ARRIVAL• No change• PMH—Similar episode 4 y ago.
Txd w/ SCV in ED at that time.• Meds—None currently• All—None • SH—Tob x ½ ppd, etoh x1-2/day,
coffee x 4 cpd. Retail store owner, increased stress.
PRIMARY SURVEY• ABCs WNL except tachy as above
SECONDARY SURVEY• Pt remains stable throughout case
unless resident gives OD of sedation
LABS & IMAGES• CXR—WNL • Labs—All WNL including Troponin• ECG—Afib w/ RVR
DISPOSITION• Home
Simulation Training and Assessment Tool (STAT)– Stable Atrial Fibrillation with Rapid Ventricular Rate
Date: Instructor(s): Learner(s):
Learning Objectives:1. Assess patient as stable vs. unstable and diagnose atrial fibrillation2. Conduct appropriate work up of recent onset atrial fibrillation w/ rapid ventricular rate3. Appropriately treat and disposition
ME = Meets Expectations; NI = Needs Improvement
Milestones
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Objectives
• Learned why medical simulation is a superior teaching technique
• Applied the STAT method for– –Developing scenarios–Debriefing critical actions–Achieving learning objectives
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Questions?simmingitup.blogspot.com